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The 

State Report 
Card 

for 

No Child 
Left Behind 



Iowa Department 
of Education 



September 2012 



The State Report Card 
for No Child Left Behind 



Iowa Department of Education 
2012 



State Board of Education 

Rosie Hussey, President, Clear Lake 
Charles C. Edwards, Jr., Vice President, 

Des Moines 
Diane Crookham-Johnston, Oskaloosa 
Sister Jude Fitzpatrick, West Des Moines 
Michael L. Knedler, Council Bluffs 
Valorie J. Kruse, Sioux City 
William May, Spirit Lake 
Max Phillips, Woodward 
LaMetta Wynn, Clinton 
McKenzie Baker, Student Member, Forest 

City 

Administration 

Jason E. Glass, Director and Executive 

Officer of the State Board of Education 
Gail M. Sullivan, Chief of Staff 



Division of Communication and 
Information Services 

Gail M. Sullivan, Interim Administrator 
Bureau of Information and Analysis 
Services 

Jay Pennington, Chief 

Dianne Chadwick, Administrative Consultant 
Xiaoping Wang, Administrative Consultant 
Tom Deeter, Lead Consultant 
Betsy Lundy, Consultant 

Division of Learning and Results 

David Tilly, Deputy Director and 

Administrator 
Bureau of School Improvement 

Amy J. Williamson, Chief 
Janell Brandhorst, Consultant 



It is the policy of the Iowa Department of Education not to discriminate on the basis of race, creed, color, 
sex, sexual orientation, gender identity, national origin, gender, disability, religion, age, political party affiliation, or 
actual or potential parental, family or marital status in its programs, activities, or employment practices as required by 
the Iowa Code sections 216.9 and 256.10(2), Title VI and VII of the Civil Rights Act of 1964 (42 U.S.C. § 2000d and 
2000e), the Equal Pay Act of 1973 (29 U.S.C. § 206, et seq.), Title IX (Educational Amendments, 20 U.S.C. § 1681 - 
1688), Section 504 (Rehabilitation Act of 1973, 29 U.S.C. § 794), and the Americans with Disabilities Act (42 U.S.C. § 

12101, et seq.). 

If you have questions or grievances related to compliance with this policy by the Iowa Department of Education, 
please contact the legal counsel for the Iowa Department of Education, Grimes State Office Building, 
Des Moines, IA 50319-0146, telephone number 515-281-5295; or the Director of the Office for Civil Rights, 
U.S. Department of Education, 1 1 1 N. Canal Street, Suite 1053, Chicago, IL 60606-7204. 



State Report Card 2012 




State Report Card 2012 



September 2012 
Dear lowans: 

Student data are essential in our efforts to drive improvement in Iowa 
classrooms. Pinpointing our students' successes and challenges 
helps teachers fine-tune their instructional approaches, helps school 
districts adjust their goals and objectives, and guides work on state 
education policies. 

Our goal is to build an education system that leads the world and 
prepares every student for success in college or careers. While our 
state's school system has made strides over time, other states and nations have taken bold 
steps to dramatically accelerate their education systems, lowans must come together on a path 
and focus that will push our education system back to the front of the pack. 

The data in the 2012 State Report Card for No Child Left Behind will help guide these efforts. 
We use these numbers to evaluate how much our children are learning and what we need to do 
to improve, from the local classroom to the state level. These measures of student achievement 
also are at the heart of state accountability systems required by the federal No Child Left Behind 
Act. 

This report includes assessment results, attendance rates, high school graduation rates and 
teacher qualifications, among other data. The assessment results reflect a shift to the new Iowa 
Assessments, which students in grades 3 through 8 and 1 1 took during the 201 1 -1 2 school 
year. The new assessments are aligned to the Iowa Core, which is important because state 
assessments should reflect a clear set of standards and expectations for what students should 
learn in schools across the state. 

Please note changes at the federal level that impact the way race and ethnicity of students and 
staff have been reported, starting with the 2009-10 school year. The U.S. Department of 
Education's requirement for states is in line with requirements for all federal agencies and with 
the U.S. Census Bureau's 2000 collection. Read more about these changes on pages 1 and 2 
of this report. 

Thank you for taking the time to review this report. I look forward to walking with you on Iowa's 
path to world-class schools. 




State Director and Chief Learner 
Iowa Department of Education 



State Report Card 2012 





Acknowledgments 

The authors of the State Report Card for No Child Left Behind wish to thank the staff of the 
Iowa Department of Education who contributed to the production of this report especially 
Staci Hupp and Mary Grinstead. A thank you is also extended to Dr. Steve Dunbar and Dr. 
Catherine Welch of Iowa Testing Programs. 



iv 



State Report Card 2012 



Contents 

Introduction 1 

Annual Measurable Objectives 3 

Student Participation Rates 5 

Assessment Results for Students with Disabilities 7 

Student Performance 9 

Reading 9 

Mathematics 23 

National Assessment of Educational Progress 37 

High School Graduates and Graduation Rates 41 

High School Graduates 41 

High School Graduation Rates 42 

Average Daily Attendance 45 

Highly Qualified Teachers 47 

Districts and Schools in Need of Assistance 51 



State Report Card 2012 



v 



State Report Card 2012 



Introduction 



The No Child Left Behind Act (NCLB) of 2001 requires each state to provide an annual 
report card to inform stakeholders and the public about the progress of students and 
schools on indicators of student achievement and other information that relates to student 
success. The State Report Card for No Child Left Behind provides state-level data to serve 
as a comparison for schools and districts as they consider and implement improvement 
efforts to increase the success for all Iowa students. The State Report Card contains the 
critical elements of accountability under NCLB as specified in the No Child Left Behind Act 
1111 (h)(1 )(C)(i). These are listed below: 

• The comparison between the percent of public school students in each group 
scoring at the proficient level on the Iowa Assessment (IA) with Iowa's annual 
measurable objectives (AMO) as required in the Adequate Yearly Progress (AYP) 
formula. The AMO results represent the performance of students that enrolled in 
Iowa public schools for a full academic year in grades 3 to 8 and 1 1 . 

• The percent of public school students, by group, who participated in the Iowa 
Assessment or the Iowa Alternate Assessment (IAA) in grades 3 to 8 and 1 1 . 

• The participation rates and assessment results for students with disabilities in grades 
3 to 8 and 1 1 . 

• The percent of students scoring at each achievement level on the Iowa Assessment 
or IAA for grades 3 to 8 and grade 1 1 . The results are for the public school students 
who were enrolled for a full academic year. 

• Trends in student achievement for reading and mathematics for all students in 
grades 4, 8, and 1 1 . 

• The most recent results of National Assessment of Educational Progress (NAEP) for 
Iowa grades 4 and 8 in reading and mathematics. 

• Other academic indicators including the public school statewide attendance rates for 
kindergarten to grade 8 and graduation rates for public high schools. 

• The percentage of classes not taught by highly qualified teachers (HOT) in the 
aggregate and disaggregate by high-poverty and low-poverty schools and by school 
level and academic area. 

• Districts that did not make adequate yearly progress for two consecutive years under 
NCLB are identified as districts in need of assistance. Districts remain identified until 
they have made AYP for two consecutive years. 

• Schools that did not make adequate yearly progress for two consecutive years under 
NCLB, section 1116, are identified as schools in need of assistance. Schools remain 
identified until they have made AYP for two consecutive years. 

The race and ethnicity of Iowa students was collected in a new manner beginning in 2009- 
2010. Iowa made this change in accordance to federal government requirements. These 
changes could impact the reporting of disaggregation by race/ethnicity. Trend lines could 
differ between 2008-2009 and 2009-2010 when looking at subgroup data because of the 
different method of collecting race/ethnicity information. 

In the fall of 2009, Iowa school districts re-identified all students according to a new race 
and ethnicity coding. The Iowa Department of Education changed race and ethnicity code 
standards to reflect population changes over the years. The new standards are also 
consistent with Census data and other national data sets, align with other agencies already 
using the new standards (such as health agencies), and are required for federal education 



State Report Card 2012 



1 



eligibility and accountability reporting (such as No Child Left Behind and the Individuals with 
Disabilities Education Act). 



Iowa's Race/Ethnicity Reporting Categories 



2008-2009 school year and previous 

• African American 

• American Indian 

• Asian or Pacific Islander 

• Hispanic 

• White 



2009-2010 school year and beyond 

• African American 

• American Indian 

• Asian 

• Hispanic 

• Hawaiian or Pacific Islander 

• White 

• Two or More Races 



2 



State Report Card 2012 



Annual Measurable Objectives 



The state's Annual Measurable Objectives (AMO) represent the minimum percentage of students who 
meet or exceed the proficient level by grade and subject areas (reading and mathematics). The AMO by 
subject area and grade are the same throughout the state for each public school and each student 
subgroup. Table 1 shows the AMO targets and student performance for 2011-2012 in reading and 
mathematics by grade and subgroup for grades 3 to 8 and 11. The data in Table 1 include the Iowa 
Assessment and Iowa Alternate Assessment (IAA) results for the public school students who were 
enrolled in the state for a full academic year. 



Table 1 



Reading and Mathematics 2011 -201 2 Annual Measurable Objectives 
Target vs. Reading and Mathematics Performance by Grade and Subgroup 




Grade 3 


Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 


Grade 11 


Reading 


AMO (2011-2012) 


80.6% 


82.0% 


82.3% 


77.3% 


78.7% 


80.0% 


84.5% 


All Students 


76.8 


74.4 


74.3 


64.6 


67.5 


66.1 


83.9 


African American 


51.3 


46.0 


47.4 


35.8 


40.4 


37.1 


62.0 


American Indian 


63.0 


62.9 


57.0 


45.7 


49.6 


45.6 


73.1 


Asian 


80.1 


76.6 


72.7 


67.1 


70.4 


67.0 


79.5 


Hawaiian or Pacific Islander 


60.0 


42.0 


66.7 


42.9 


46.7 


50.0 


66.7 


Hispanic 


59.6 


57.3 


55.8 


42.7 


47.1 


46.9 


69.7 


White 


80.5 


78.4 


78.0 


68.9 


71.3 


69.9 


86.2 


Two or more races 


70.9 


65.4 


71.6 


60.7 


59.4 


58.5 


80.9 


Male+ 


74.2 


72.9 


72.3 


62.6 


65.4 


64.1 


80.4 


Female+ 


79.6 


76.0 


76.4 


66.7 


69.7 


68.2 


87.6 


Disability* 


39.4 


35.9 


33.8 


22.5 


22.7 


20.2 


38.9 


Migrant**+ 


53.6 


40.5 


42.1 


27.3 


27.4 


31.4 


50.0 


English Language Learner 


50.7 


46.7 


42.2 


19.9 


21.2 


18.8 


35.5 


Low Socioeconomic Status 


65.1 


61.4 


61.5 


49.1 


51.4 


49.9 


71.3 


Mathematics 


AMO (2011-2012) 


80.5% 


81.0% 


82.5% 


79.6% 


79.0% 


79.0% 


84.5% 


All Students 


79.5 


78.2 


78.0 


71.6 


78.8 


74.6 


82.8 


African American 


51.5 


48.2 


49.7 


42.4 


49.6 


41.4 


57.1 


American Indian 


76.4 


65.3 


60.6 


55.8 


63.4 


56.6 


70.7 


Asian 


85.5 


82.3 


81.6 


79.9 


86.5 


81.4 


83.2 


Hawaiian or Pacific Islander 


60.0 


46.0 


72.9 


51.0 


55.6 


60.5 


51.5 


Hispanic 


68.0 


65.0 


63.0 


53.7 


61.6 


55.5 


64.8 


White 


82.5 


81.8 


81.4 


75.3 


82.4 


78.5 


85.6 


Two or more races 


74.7 


68.3 


73.0 


67.1 


70.5 


66.1 


73.7 


Male+ 


79.8 


78.9 


78.5 


72.3 


78.1 


74.8 


83.1 


Female+ 


79.1 


77.4 


77.4 


70.8 


79.6 


74.5 


82.5 


Disability* 


52.3 


48.2 


43.6 


30.8 


36.6 


28.0 


45.4 


Migrant**+ 


73.5 


53.2 


54.0 


50.0 


58.9 


47.7 


46.0 


English Language Learner 


62.8 


59.3 


53.7 


35.6 


43.0 


33.9 


44.2 


Low Socioeconomic Status 


69.0 


66.8 


65.7 


56.6 


65.0 


58.5 


69.0 



Source: Iowa Department of Education, AYP file. 

Notes: +Not required for Adequate Yearly Progress (AYP) Report. 'Disability status is determined by the presence 
of an individualized education program (IEP). **Migrant — a student is considered a migrant if he or she has 
moved in the past 36 months from one district to another so that the parents could obtain temporary or 
seasonal employment in agriculture as their principle means of livelihood. 



State Report Card 2012 



3 




State Report Card 2012 



Student Participation Rates 



The Iowa Department of Education collects assessment participation rates for students in 
grades 3 to 8 and 1 1 through the Adequate Yearly Progress (AYP) annual report from all 
public schools and districts. Participation rates include all students regardless of full 
academic year enrollment status. Table 2 presents the 2011-2012 state level assessment 
participation rates for reading and mathematics by grade and subgroup. 

Table 2 



Reading and Mathematics 201 1 -201 2 
Participation Rates by Grade and Subgroup 





Grade 3 


Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 


Grade 11 


Reading 


All Students 


99.7% 


99.6% 


99.7% 


99.6% 


99.5% 


99.5% 


98.2% 


African American 


99.1 


99.1 


99.2 


98.6 


98.6 


98.4 


95.4 


American Indian 


99.4 


97.5 


96.9 


99.4 


95.3 


95.2 


95.9 


Asian 


98.4 


98.5 


98.2 


98.6 


97.4 


98.8 


98.1 


Hawaiian or Pacific Islander 


100.0 


98.3 


96.5 


96.7 


96.6 


95.7 


93.9 


Hispanic 


99.3 


99.3 


99.3 


99.2 


99.2 


98.9 


96.4 


White 


99.8 


99.7 


99.8 


99.8 


99.6 


99.6 


98.5 


Two or More Races 


99.9 


99.6 


98.8 


98.9 


98.9 


98.1 


97.0 


Male+ 


99.6 


99.6 


99.6 


99.6 


99.5 


99.4 


98.2 


Female+ 


99.7 


99.7 


99.8 


99.7 


99.6 


99.5 


98.3 


Disability* 


98.7 


98.7 


99.0 


98.9 


98.3 


98.2 


96.1 


Migrant**+ 


97.8 


100.0 


98.1 


97.6 


99.0 


97.2 


93.3 


English Language Learner 


98.5 


98.6 


98.4 


98.0 


97.5 


96.6 


95.4 


Low Socioeconomic Status 


99.5 


99.5 


99.5 


99.4 


99.3 


99.2 


96.8 


Mathematics 


All Students 


99.7% 


99.7% 


99.8% 


99.7% 


99.6% 


99.6% 


98.2% 


African American 


99.5 


99.2 


99.3 


98.8 


98.9 


98.7 


95.2 


American Indian 


99.4 


96.9 


96.3 


99.4 


95.3 


94.6 


95.3 


Asian 


99.3 


99.2 


99.2 


99.9 


99.1 


99.9 


98.9 


Hawaiian or Pacific Islander 


100.0 


98.3 


94.8 


96.7 


96.6 


95.7 


94.0 


Hispanic 


99.6 


99.7 


99.6 


99.5 


99.5 


99.3 


96.3 


White 


99.8 


99.8 


99.8 


99.7 


99.6 


99.6 


98.5 


Two or More Races 


99.9 


99.6 


98.9 


98.9 


98.9 


97.9 


96.9 


Male+ 


99.7 


99.7 


99.8 


99.6 


99.5 


99.5 


98.1 


Female+ 


99.8 


99.8 


99.8 


99.7 


99.7 


99.6 


98.2 


Disability* 


99.0 


99.0 


99.2 


98.8 


98.4 


98.4 


95.9 


Migrant**+ 


100.0 


100.0 


99.1 


99.2 


99.0 


100.0 


97.8 


English Language Learner 


99.5 


99.6 


99.3 


99.6 


99.6 


99.3 


97.1 


Low Socioeconomic Status 


99.6 


99.6 


99.7 


99.5 


99.4 


99.3 


96.7 



Source: Iowa Department of Education, AYP file. 

Notes: +Not required for Adequate Yearly Progress Report. 'Disability status is determined by the presence of an 
individualized education program. **Migrant — a student is considered a migrant if he or she has moved in 
the past 36 months from one district to another so that the parents could obtain temporary or seasonal 
employment in agriculture as their principle means of livelihood. 



State Report Card 2012 



5 



State Report Card 2012 



Assessment Results for Students with 
Disabilities 

There are three ways that students with disabilities may participate in assessments: by taking 
the regular assessment without accommodations, taking the regular assessment with 
accommodations, or taking the Iowa Alternate Assessment (IAA). These options are available 
for both the reading and mathematics sections of the Iowa Assessment. The method of 
participation is determined for each student by an Individualized Education Program team and is 
documented in the student's Individualized Education Program (IEP). 

Table 3 shows the achievement by test type in reading and mathematics for students with 
disabilities in grades 3 to 8 and 1 1 who were enrolled for a full academic year. 

Table 3 



201 1-2012 Reading and Mathematics Achievement 
for Students with Disabilities by Test Type 



Percent Proficient 




Grade 3 


Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 


Grade 11 


Reading 


AMO (2011-2012) 


80.6% 


82.0% 


82.3% 


77.3% 


78.7% 


80.0% 


84.5% 


Iowa Assessment (ITP) 


36.1 


32.5 


31.3 


19.3 


19.7 


17.4 


36.7 


Iowa Assessment w/ 
Accommodations 


27.0 


24.8 


25.2 


15.1 


16.2 


14.4 


34.6 


Iowa Assessment w/o 
Accommodations 


66.9 


64.5 


61.9 


48.8 


47.4 


46.2 


53.4 


Iowa Alternate 
Assessment (IAA) 


93.3 


89.9 


74.7 


84.6 


77.3 


72.3 


76.8 


Iowa Assessment or IAA* 


39.4 


35.9 


33.8 


22.5 


22.7 


20.2 


38.9 


Mathematics 


AMO (2011-2012) 


80.5% 


81.0% 


82.5% 


79.6% 


79.0% 


79.0% 


84.5% 


Iowa Assessment (ITP) 


49.9 


45.6 


41.3 


27.9 


34.2 


25.6 


43.6 


Iowa Assessment w/ 
Accommodations 


43.2 


39.8 


35.6 


23.5 


30.5 


22.7 


41.9 


Iowa Assessment w/o 
Accommodations 


72.2 


69.9 


69.7 


58.8 


64.1 


53.5 


57.0 


Iowa Alternate 
Assessment (IAA) 


92.8 


90.2 


80.6 


88.6 


79.3 


74.1 


76.0 


Iowa Assessment or IAA* 


52.3 


48.2 


43.6 


30.8 


36.6 


28.0 


45.4 


Sources: Iowa Department of Education, Bureau of Student and Family Support Services file and AYP file. 
Notes: 'Students with disabilities who took either the Iowa Assessment or IAA. 

Achievement data are for students enrolled for full academic year (FAY) only. 



State Report Card 2012 



7 



Table 4 shows a range of 95.9 to 99.2 percent of students with disabilities in grades 3 to 8 
and 1 1 who participated in reading and mathematics assessments. The majority of students 
with lEPs participated in the Iowa Assessment (with or without accommodations) with 
approximately 4.8 percent of Iowa's students with disabilities participating in the IAA for 
reading and mathematics. Only 0.66 percent of all students (IEP and not IEP) took the IAA. 

Table 4 



2011-2012 Reading and Mathematics Participation Rates 
for Students with Disabilities by Test Type 



Number and Percent of Students 




Grade 3 


Grade 4 


Grade 5 


Grade 6 


Grade 7 


Grade 8 


Grade 1 1 


Reading 


FAY Iowa Assessment (ITP) 


3,730 


4,084 


4,279 


4,272 


4,131 


4,091 


3,275 


FAY Iowa Assessment with 
Accommodations 


2,877 


3,293 


3,567 


3,745 


3,675 


3,706 


2,912 


FAY Iowa Assessment 
without Accommodations 


853 


791 


712 


527 


456 


385 


363 


FAY Iowa Alternate 
Assessment (IAA) 


225 


256 


267 


220 


233 


220 


194 


FAY Iowa Assessment or IAA 


3,955 


4,340 


4,546 


4,492 


4,364 


4,311 


3,469 


Total Iowa Assessment or IAA 
(FAY and non-FAY) 


4,446 


4,810 


5,045 


5,045 


4,931 


4,851 


3,984 


Total Enrollment for Students 
with Disabilities 


4,503 


4,872 


5,096 


5,101 


5,017 


4,938 


4,145 


Participation Rates for 
Students with Disabilities 


98.7% 


98.7% 


99.0% 


98.9% 


98.3% 


98.2% 


96.1% 


Mathematics 


FAY Iowa Assessment (ITP) 


3,738 


4,091 


4,283 


4,271 


4,135 


4,094 


3,272 


FAY Iowa Assessment with 
Accommodations 


2,879 


3,296 


3,568 


3,744 


3,678 


3,707 


2,909 


FAY Iowa Assessment 
without Accommodations 


859 


795 


715 


527 


457 


387 


363 


FAY Iowa Alternate 
Assessment (IAA) 


221 


256 


265 


220 


232 


217 


192 


FAY Iowa Assessment or IAA 


3,959 


4,347 


4,548 


4,491 


4,367 


4,311 


3,464 


Total Iowa Assessment or IAA 
(FAY and non-FAY) 


4,453 


4,817 


5,055 


5,038 


4,935 


4,854 


3,978 


Total Enrollment for Students 
with Disabilities 


4,500 


4,868 


5,094 


5,100 


5,014 


4,934 


4,146 


Participation Rates for 
Students with Disabilities 


99.0% 


99.0% 


99.2% 


98.8% 


98.4% 


98.4% 


95.9% 



Sources: Iowa Department of Education, Bureau of Student and Family Support Services file and AYP file. 
Notes: FAY indicates full academic year. 



8 



State Report Card 2012 



Student Performance 



One of the requirements for The State Report Card for No Child Left Behind is to show 
public school students scoring at each achievement level on the Iowa Assessment for 
grades 3 to 8 and grade 1 1 as well as the alternate assessment in these grades. 
Achievement data are reported by levels — Low, Intermediate, and High. 

• The Achievement Levels Report for the Iowa Assessment is provided to Iowa 
schools to help describe the level of performance of student groups and monitor the 
progress of groups over time. For each of the three main achievement levels — Low, 
Intermediate, and High — descriptors are included in the report to identify what the 
typical student in each level is able to do. The Iowa Department of Education (DE) 
has combined the Intermediate and High performance levels to define a single 
achievement level called "Proficient" as a student performance indicator. 

• Comparisons of results from one grade to another are not appropriate because the 
corresponding descriptions of performance are not exactly the same from grade to 
grade. For example, "Low" in reading comprehension does not mean exactly the 
same thing at grade 4 and grade 1 1 . 

• Comparisons from one subject area to another are not appropriate because the 
corresponding descriptions of performance are much different from subject to 
subject. For example, "Low" in grade 4 reading comprehension does not mean the 
same thing as "Low" in grade 4 mathematics. 

• Separate tables show achievement level performance for students by gender, 
racial/ethnic, disability, socioeconomic, primary language, and migrant subgroups. 
These subgroups vary in size from year to year. The subgroup data should not be 
averaged to obtain an overall value that matches the data for the total grade group. 

The Iowa Alternate Assessment (IAA) measures what students know and can do at their 
grade level in reading and mathematics as compared to Iowa's Alternate Achievement 
Standards and is designed for students with the most significant cognitive disabilities. There 
are three levels of proficiency for the IAA: Basic (non-proficient), Proficient, and Advanced 
(proficient and advanced are combined to form "Proficient" for AYP). 

Reading 

Table 5 shows student performance by achievement level for 2011-2012. Figures 1 to 21 
show the reading trends for all public school students in grades 4, 8 and 11 and by 
subgroups. 



State Report Card 2012 



9 



Table 5 



Reading Performance by Achievement Level 201 1-2012 


Percent of Students 




Proficient 


High 


Intermediate 


Low 


Grade 3 


All Students 


76.8 


17.3 


59.6 


23.2 


African American 


51.3 


5.6 


45.7 


48.7 


American Indian 


63.0 


14.2 


48.8 


37.0 


Asian 


80.1 


21.5 


58.7 


19.9 


Hawaiian or Pacific Islander 


60.0 


8.9 


51.1 


40.0 


Hispanic 


59.6 


6.7 


52.9 


40.4 


White 


80.5 


19.1 


61.4 


19.5 


Two or more races 


70.9 


15.3 


55.7 


29.1 


Male+ 


74.2 


15.4 


58.8 


25.8 


Female+ 


79.6 


19.2 


60.4 


20.4 


Disability* 


39.4 


7.1 


32.3 


60.6 


Migrant**+ 


53.6 


2.4 


51.2 


46.4 


English Language Learner 


50.7 


3.6 


47.1 


49.3 


Low Socioeconomic Status 


65.1 


9.1 


55.9 


34.9 


Grade 4 


All Students 


74.4 


17.8 


56.6 


25.6 


African American 


46.0 


6.3 


39.8 


54.0 


American Indian 


62.9 


9.7 


53.2 


37.1 


Asian 


76.6 


20.7 


55.9 


23.4 


Hawaiian or Pacific Islander 


42.0 


2.0 


40.0 


58.0 


Hispanic 


57.3 


7.1 


50.2 


42.7 


White 


78.4 


19.9 


58.5 


21.6 


Two or more races 


65.4 


11.8 


53.6 


34.6 


Male+ 


72.9 


16.4 


56.5 


27.1 


Female+ 


76.0 


19.3 


56.7 


24.0 


Disability* 


35.9 


7.2 


28.8 


64.0 


Migrant**+ 


40.5 


0.0 


40.5 


59.5 


English Language Learner 


46.7 


2.8 


44.0 


53.3 


Low Socioeconomic Status 


61.4 


9.3 


52.1 


38.7 


Grade 5 


All Students 


74.3 


14.9 


59.4 


25.7 


African American 


47.4 


3.8 


43.6 


52.6 


American Indian 


57.0 


2.3 


54.7 


43.0 


Asian 


72.7 


20.0 


52.7 


27.3 


Hawaiian or Pacific Islander 


66.7 


6.3 


60.4 


33.3 


Hispanic 


55.8 


5.2 


50.6 


44.2 


White 


78.0 


16.6 


61.4 


22.0 


Two or more races 


71.6 


11.2 


60.5 


28.4 


Male+ 


72.3 


14.5 


57.8 


27.7 


Female+ 


76.4 


15.2 


61.2 


23.6 


Disability* 


33.8 


5.8 


28.1 


66.2 


Migrant**+ 


42.1 


2.6 


39.5 


57.9 


English Language Learner 


42.2 


1.8 


40.5 


57.8 


Low Socioeconomic Status 


61.5 


7.5 


54.1 


38.5 



10 



State Report Card 2012 



Table 5 (continued) 



Reading Performance by Achievement Level 201 1-2012 


Percent of Students 




Proficient 


High 


Intermediate 


Low 


Grade 6 


All Students 


64.6 


14.0 


50.6 


35.4 


African American 


35.8 


4.3 


31.5 


64.2 


American Indian 


45.7 


3.1 


42.6 


54.3 


Asian 


67.1 


20.4 


46.7 


33.0 


Hawaiian or Pacific Islander 


42.9 


10.2 


32.7 


57.1 


Hispanic 


42.7 


5.4 


37.3 


57.3 


White 


68.9 


15.4 


53.4 


31.1 


Two or more races 


60.7 


12.2 


48.4 


39.3 


Male+ 


62.6 


13.8 


48.8 


37.4 


Female+ 


66.7 


14.2 


52.5 


33.3 


Disability* 


22.5 


4.0 


18.6 


77.5 


Migrant**+ 


27.3 


1.1 


26.1 


72.7 


English Language Learner 


19.9 


1.2 


18.7 


80.2 


Low Socioeconomic Status 


49.1 


6.3 


42.8 


50.9 


Grade 7 


All Students 


67.5 


12.4 


55.0 


32.5 


African American 


40.4 


2.5 


37.9 


59.6 


American Indian 


49.6 


6.9 


42.8 


50.4 


Asian 


70.4 


19.1 


51.3 


29.6 


Hawaiian or Pacific Islander 


46.7 


4.4 


42.2 


53.3 


Hispanic 


47.1 


4.4 


42.7 


52.9 


White 


71.3 


13.7 


57.6 


28.7 


Two or more races 


59.4 


10.9 


48.5 


40.6 


Male+ 


65.4 


12.8 


52.6 


34.6 


Female+ 


69.7 


12.1 


57.6 


30.4 


Disability* 


22.7 


2.5 


20.3 


77.2 


Migrant**+ 


27.4 


4.1 


23.3 


72.6 


English Language Learner 


21.2 


1.1 


20.1 


78.8 


Low Socioeconomic Status 


51.4 


5.1 


46.3 


48.6 


Grade 8 


All Students 


66.1 


11.5 


54.6 


33.9 


African American 


37.1 


2.7 


34.5 


62.9 


American Indian 


45.6 


4.4 


41.2 


54.4 


Asian 


67.0 


18.8 


48.2 


33.0 


Hawaiian or Pacific Islander 


50.0 


2.6 


47.4 


50.0 


Hispanic 


46.9 


4.7 


42.2 


53.1 


White 


69.9 


12.6 


57.3 


30.1 


Two or more races 


58.5 


8.0 


50.5 


41.5 


Male+ 


64.1 


11.3 


52.9 


35.9 


Female+ 


68.2 


11.7 


56.5 


31.8 


Disability* 


20.2 


2.0 


18.2 


79.8 


Migrant**+ 


31.4 


1.2 


30.2 


68.6 


English Language Learner 


18.8 


1.4 


17.3 


81.2 


Low Socioeconomic Status 


49.9 


5.0 


44.9 


50.1 










State Report Card 2012 





Table 5 (continued) 



Reading Performance by Achievement Level 201 1-2012 



Percent of Students 





Proficient 


High 


Intermediate 


Low 


Grade 11 


All Students 


83.9 


14.8 


69.2 


16.1 


African American 


62.0 


5.5 


56.6 


38.0 


American Indian 


73.1 


6.4 


66.7 


27.0 


Asian 


79.5 


19.3 


60.2 


20.5 


Hawaiian or Pacific Islander 


66.7 


3.0 


63.6 


33.3 


Hispanic 


69.7 


5.6 


64.1 


30.3 


White 


86.2 


15.9 


70.4 


13.8 


Two or more races 


80.9 


11.2 


69.7 


19.1 


Male+ 


80.4 


13.1 


67.3 


19.6 


Female+ 


87.6 


16.4 


71.1 


12.4 


Disability* 


38.9 


3.6 


35.3 


61.1 


Migrant**+ 


50.0 


0.0 


50.0 


50.0 


English Language Learner 


35.5 


0.5 


35.1 


64.5 


Low Socioeconomic Status 


71.3 


6.4 


64.9 


28.7 



Source: Iowa Department of Education, AYP file. 

Notes: +Not required for Adequate Yearly Progress Report. 'Disability status is determined by the presence of an 
individualized education program. "Migrant — a student is considered a migrant if he or she has moved in 
the past 36 months from one district to another so that the parents could obtain temporary or seasonal 
employment in agriculture as their principle means of livelihood. The Iowa Department of Education has 
combined the Intermediate and High achievement levels to define a single achievement level called 
Proficient. Figures for High, Intermediate, and Low may not total 100 percent due to rounding. 



Figure 1 

Percent of Iowa Fourth Grade Students 
Proficient in Reading 2007-2008 to 201 1 -201 2 



100 n 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



12 



State Report Card 2012 



Figure 2 

Percent of Iowa Fourth Grade Students Proficient in Reading 
by Gender 2007-2008 to 201 1 -201 2 

■ Female Male 

100 



90 
80 
70 
c 60 
u 50 
£ 40 
30 
20 
10 




79.8 752 83^79.3 80.6 76 5 ^80.9 

I I I I I 



2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 

Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 3 

Percent of Iowa Fourth Grade Students Proficient in Reading 
by Race/Ethnicity 2007-2008 to 201 1-2012 




Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



State Report Card 2012 



13 



Figure 4 



Percent of Iowa Fourth Grade Students Proficient in Reading 
by Socioeconomic Status* 2007-2008 to 2011 -201 2 



■ Eligible for Free or Reduced Price Meals Not Eligible for Free or Reduced Price Meals 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
'Socioeconomic status is determined by the eligibility for free or reduced price meals. 



Figure 5 

Percent of Iowa Fourth Grade Students Proficient in Reading 
by Disability Status* 2007-2008 to 2011 -201 2 



■ Disability No Disability 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

*Disability status is determined by the presence of an individualized education program (IEP). 



14 



State Report Card 2012 



Figure 6 



Percent of Iowa Fourth Grade Students Proficient 
in Reading by Primary Language Status* 2007-2008 to 2011 -201 2 



■ ELL* English 



100 ! 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

"Primary language status classified by English and English language learner and determined according to 
the following definition: English language learner refers to a student who has a language other than English 
and the proficiency in English is such that the probability of the student's academic success in an English- 
only classroom is below that of an academically successful peer with an English language background. 
"Socioeconomic status is determined by the eligibility for free or reduced price meals. 



Figure 7 

Percent of Iowa Fourth Grade Students Proficient 
in Reading by Migrant Status* 2007-2008 to 2011 -201 2 



■ Migrant Non-Migrant 



100 - 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

"Migrant status is defined as migrant or non-migrant as follows: Migrant: a student is considered a migrant if 
he or she has moved in the past 36 months from one district to another so that the parents could obtain 
temporary or seasonal employment in agriculture as their principle means of livelihood. 



State Report Card 2012 



15 



Figure 8 



Percent of Iowa Eighth Grade Students 
Proficient in Reading 2007-2008 to 201 1 -201 2 



100 

90 

80 

70 

£ 60 
a> 

o 50 
a> 

Q. 40 

30 
20 
10 




71.6 



74.3 



73.7 



75.5 




66.1 



2007-2008 2008-2009 2009-2010 2010-2011 

School Year 



2011-2012 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 9 



Percent of Iowa Eighth Grade Students 
Proficient in Reading by Gender 2007-2008 to 201 1-2012 



100 
90 
80 
70 
c 60 
o 50 
£ 40 
30 
20 
10 



77.3 



i Female Male 



75.7 



77.6 



I I I I I 

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



16 



State Report Card 2012 



Figure 10 




Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 1 1 

Percent of Iowa Eighth Grade Students Proficient in Reading 
by Socioeconomic Status* 2007-2008 to 201 1-2012 



■ Eligible for Free or Reduced Price Meals Not Eligible for Free or Reduced Price Meals 
100 i 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
'Socioeconomic status is determined by the eligibility for free or reduced price meals. 



State Report Card 2012 



17 



Figure 12 

Percent of Iowa Eighth Grade Students Proficient in Reading 
by Disability Status* 2007-2008 to 201 1-2012 

■ Disability No Disability 



100 

90 ] 794 81.8 80.9 82.9 

80 ] 73.2 
70 
-60 
§50 
55 40 

°-30H 20.2 
20 - 
10 - 
— 

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



794 81.8 80.9 82.9 

JJJJ 




Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Disability status is determined by the presence of an individualized education program (IEP). 



Figure 13 

Percent of Iowa Eighth Grade Students Proficient in Reading 
by Primary Language Status* 2007-2008 to 201 1-2012 



■ ELL* English 




I I I I 

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

•Primary language status classified by English and English language learner and determined according to 
the following definition: English language learner refers to a student who has a language other than English 
and the proficiency in English is such that the probability of the student's academic success in an English- 
only classroom is below that of an academically successful peer with an English language background. 



18 



State Report Card 2012 



Figure 14 



Percent of Iowa Eighth Grade Students Proficient in 
Reading by Migrant Status* 2007-2008 to 201 1-2012 



■ Migrant Non-Migrant 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Migrant status is defined as migrant or non-migrant as follows: Migrant: a student is considered a migrant if 
he or she has moved in the past 36 months from one district to another so that the parents could obtain 
temporary or seasonal employment in agriculture as their principle means of livelihood. 



Figure 15 

Percent of Iowa Eleventh Grade Students Proficient 
in Reading 2007-2008 to 201 1 -201 2 



100 i 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



State Report Card 2012 



19 



Figure 16 

Percent of Iowa Eleventh Grade Students Proficient 
in Reading by Gender 2007-2008 to 2011 -201 2 



■ Female Male 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 17 



Percent of Iowa Eleventh Grade Students Proficient in Reading 
by Race/Ethnicity 2009-201 to 201 1 -201 2 



White 
African American 
Hispanic 
Asian 

American Indian 

Hawaiian/Pacific 
Islander 

Two or More 
Races 




86.2 

2011-2012 
2010-2011 
2009-2010 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



20 



State Report Card 2012 



Figure 18 



Percent of Iowa Eleventh Grade Students Proficient in 
Reading by Socioeconomic Status* 2007-2008 to 201 1 -201 2 



■ Eligible for Free or Reduced Price Meals Not Eligible for Free or Reduced Price Meals 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
'Socioeconomic status is determined by the eligibility for free or reduced price meals. 



Figure 19 

Percent of Iowa Eleventh Grade Students Proficient in 
Reading by Disability Status* 2007-2008 to 201 1-2012 



■ Disability No Disability 




i i i i 

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Disability status is determined by the presence of an individualized education program (IEP). 



State Report Card 2012 



21 



Figure 20 



Percent of Iowa Eleventh Grade Students Proficient 
in Reading by Primary Language Status* 2007-2008 to 2011 -201 2 

■ ELL* English 



100 ! 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 



School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Primary language status classified by English and English language learner and determined according to 
the following definition: English language learner refers to a student who has a language other than English 
and the proficiency in English is such that the probability of the student's academic success in an English- 
only classroom is below that of an academically successful peer with an English language 

background. 



Figure 21 



Percent of Iowa Eleventh Grade Students Proficient 
in Reading by Migrant Status* 2007-2008 to 201 1-2012 



■ Migrant Non-Migrant 



100 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Migrant status is defined as migrant or non-migrant as follows: Migrant: a student is considered a migrant if 
he or she has moved in the past 36 months from one district to another so that the parents could obtain 
temporary or seasonal employment in agriculture as their principle means of livelihood. 



22 



State Report Card 2012 



Mathematics 



The mathematics assessment results of all students in Iowa public schools are presented in 
this section. Table 6 shows grades 3 to 8 and 1 1 student performance by achievement level 
for 2011-2012. Figures 22 to 42 show the mathematics trends for all students for grades 4, 
8, and 1 1 and by subgroups. 

Table 6 

Mathematics Performance by Achievement Level 201 1-2012 



Percent of Students 





Proficient 


High 


Intermediate 


Low 


Grade 3 


All Students 


79.5 


23.3 


56.2 


20.5 


African American 


51.5 


7.6 


43.9 


48.5 


American Indian 


76.4 


14.2 


62.2 


23.6 


Asian 


85.5 


32.5 


53.0 


14.5 


Hawaiian or Pacific Islander 


60.0 


8.9 


51.1 


40.0 


Hispanic 


68.0 


11.0 


57.0 


32.0 


White 


82.5 


25.6 


56.9 


17.5 


Two or more races 


74.7 


17.5 


57.2 


25.3 


Male+ 


79.8 


25.0 


54.8 


20.2 


Female+ 


79.1 


21.5 


57.7 


20.9 


Disability* 


52.3 


8.8 


43.5 


47.7 


Migrant**+ 


73.5 


16.9 


56.6 


26.5 


English Language Learner 


62.8 


9.7 


53.1 


37.2 


Low Socioeconomic Status 


69.0 


13.6 


55.4 


31.0 


Grade 4 


All Students 


78.2 


22.0 


56.2 


21.8 


African American 


48.2 


6.1 


42.1 


51.8 


American Indian 


65.3 


8.9 


56.5 


34.7 


Asian 


82.3 


31.0 


51.3 


17.7 


Hawaiian or Pacific Islander 


46.0 


8.0 


38.0 


54.0 


Hispanic 


65.0 


9.8 


55.2 


35.0 


White 


81.8 


24.3 


57.5 


18.2 


Two or more races 


68.3 


17.8 


50.6 


31.7 


Male+ 


78.9 


24.5 


54.4 


21.1 


Female+ 


77.4 


19.3 


58.1 


22.6 


Disability* 


48.2 


7.7 


40.6 


51.7 


Migrant**+ 


53.2 


6.3 


46.8 


46.8 


English Language Learner 


59.3 


6.0 


53.3 


40.8 


Low Socioeconomic Status 


66.8 


11.6 


55.2 


33.2 



State Report Card 2012 



23 



Table 6 (continued) 



Mathematics Performance by Achievement Level 201 1-2012 


Percent of Students 




Proficient 


High 


Intermediate 


Low 


Grade 5 


All StuHpnt<; 


78 n 

/ O .L/ 


23 4 


54 fi 


22 n 


AA 1 1 1 L.d 1 1 rAI MCI ILd 1 1 


49 7 


fi 2 


43 fi 


5n 3 


Amprir^n Inrli^tn 

rAI 1 1 C 1 1 L-d 1 1 1 1 1 U Id 1 1 


fin fi 


1 1 n 

J. J. . \J 


49 fi 


39 4 


AAo 1 d 1 1 


81 fi 


35 5 

JJ. J 


4fi 1 


18 4 

-LO .*T 


l-l^xA/^iisn nr P^rifir l^tanHpr 
I I d v v diidii \J i rdL.MiL. i jid I luci 


77 9 


12 5 


fin 4 


27 1 


Hispanic 


63.0 


10.7 


52.4 


37.0 


White 


81.4 


25.6 


55.8 


18.6 


Two or more races 


73.0 


20.7 


52.4 


27.0 


Male+ 


78.5 


25.9 


52.6 


21.5 


Female+ 


77.4 


20.8 


56.7 


22.6 


Disability* 


43.6 


6.0 


37.6 


56.4 


Migrant**+ 


54.0 


10.5 


43.4 


46.1 


English Language Learner 


53.7 


5.0 


48.6 


46.4 


Low Socioeconomic Status 


65.7 


11.5 


54.2 


34.3 


Grade 6 


All Students 


71.6 


19.2 


52.4 


28.4 


African American 


42.4 


4.4 


38.1 


57.6 


American Indian 


55.8 


7.0 


48.8 


44.2 


Asian 


79.9 


34.0 


45.9 


20.1 


Hawaiian or Pacific Islander 


51.0 


16.3 


34.7 


49.0 


Hispanic 


53.7 


6.8 


46.9 


46.3 


White 


75.3 


21.2 


54.1 


24.7 


Two or more races 


67.1 


15.0 


52.1 


32.9 


Male+ 


72.3 


21.0 


51.3 


27.7 


Female+ 


70.8 


17.3 


53.6 


29.2 


Disability* 


30.8 


5.1 


25.8 


69.1 


Migrant**+ 


50.0 


2.3 


47.7 


50.0 


English Language Learner 


35.6 


2.4 


33.2 


64.4 


Low Socioeconomic Status 


56.6 


8.3 


48.3 


43.4 


Grade 7 


All Students 


78.8 


19.8 


59.1 


21.2 


African American 


49.6 


4.3 


45.3 


50.4 


American Indian 


63.4 


9.2 


54.2 


36.6 


Asian 


86.5 


34.5 


52.0 


13.5 


Hawaiian or Pacific Islander 


55.6 


6.7 


48.9 


44.4 


Hispanic 


61.6 


6.3 


55.3 


38.4 


White 


82.4 


21.9 


60.5 


17.6 


Two or more races 


70.5 


13.8 


56.7 


29.5 


Male+ 


78.1 


21.2 


56.8 


21.9 


Female+ 


79.6 


18.2 


61.4 


20.4 


Disability* 


36.6 


3.7 


32.9 


63.4 


Migrant* *+ 


58.9 


4.1 


54.8 


41.1 


English Language Learner 


43.0 


2.0 


41.1 


57.0 


Low Socioeconomic Status 


65.0 


7.9 


57.2 


34.9 



24 



State Report Card 2012 



Table 6 (continued) 



Mathematics Performance by Achievement Level 201 1 -201 2 



Percent of Students 




Proficient 


High Intermediate 


Low 


Grade 8 


All Students 

n i i jluuci ilj 


74.6 


19 


55 6 


25.4 


African Ampriran 

/V 1 1 ILul 1 i\ 1 MCI 1 LCI 1 1 


41.4 


4.2 


37.3 


58.6 


Ampriran Indian 

AA 1 1 ICI ILul 1 IIIUICIII 


56.6 


8 8 


47 8 


43 4 


Asi3 n 


81.4 


36 1 


45 3 


18 7 


Hawaiian or Parifir l^lanrlpr 

1 1 CI V V ullul 1 ui r GLI 1 IV. 1 JlOl IUCI 


60 5 


7 9 


52 6 


39.5 


Hispanic 


55.5 


6.7 


48.9 


44.5 


White 


78.5 


20.8 


57.7 


21.5 


Two or more races 


66.1 


13.6 


52.5 


33.9 


Male+ 


74.8 


21.6 


53.1 


25.3 


Female+ 


74.5 


16.3 


58.2 


25.5 


Disability* 


28.0 


3.0 


25.0 


72.0 


Migrant**+ 


47.7 


3.5 


44.2 


52.3 


English Language Learner 


33.9 


2.3 


31.6 


66.1 


Low Socioeconomic Status 


58.5 


8.2 


50.4 


41.5 


Grade 11 


All Students 


82.8 


17.8 


65.0 


17.2 


African American 


57.1 


3.5 


53.6 


42.9 


American Indian 


70.7 


6.4 


64.3 


29.3 


Asian 


83.2 


28.5 


54.7 


16.8 


Hawaiian or Pacific Islander 


51.5 


6.1 


45.5 


48.5 


Hispanic 


64.8 


5.8 


59.0 


35.2 


White 


85.6 


19.3 


66.3 


14.4 


Two or more races 


73.7 


11.6 


62.2 


26.3 


Male+ 


83.1 


20.4 


62.7 


16.9 


Female+ 


82.5 


15.2 


67.3 


17.5 


Disability* 


45.4 


1.7 


43.6 


54.7 


Migrant**+ 


46.0 


1.6 


44.4 


54.0 


English Language Learner 


44.2 


1.4 


42.8 


55.8 


Low Socioeconomic Status 


69.0 


6.3 


62.7 


31.0 


Source: Iowa Department of Education, AYP file. 



Notes: +Not required for Adequate Yearly Progress Report. 'Disability status is determined by the presence of an 
individualized education program. **Migrant — a student is considered a migrant if he or she has moved in 
the past 36 months from one district to another so that the parents could obtain temporary or seasonal 
employment in agriculture as their principle means of livelihood. The Iowa Department of Education has 
combined the Intermediate and High achievement levels to define a single achievement level called 

Proficient. Figures for High, Intermediate, and Low may not total 100 percent due to rounding. 



State Report Card 2012 



25 



Figure 22 



Percent of Iowa Fourth Grade Students Proficient 
in Mathematics 2007-2008 to 201 1-2012 



100 i 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 23 

Percent of Iowa Fourth Grade Students Proficient 
in Mathematics by Gender 2007-2008 to 201 1 -201 2 



■ Female Male 

100 

90^ 78.9 80.9 80.8 81.6 78.9 81-2 81.6 82.8 77 4 78.9 

80 
70 



c 60 
o 50 
£ 40 

30 
20 
10 



I I I I I 

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



26 



State Report Card 2012 



Figure 24 




Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 25 

Percent of Iowa Fourth Grade Students Proficient in 
Mathematics by Socioeconomic Status* 2007-2008 to 201 1 -201 2 



■ Eligible for Free or Reduced Price Meals Not Eligible for Free or Reduced Price Meals 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
*Socioeconomic status is determined by the eligibility for free or reduced price meals. 



State Report Card 2012 



27 



Figure 26 

Percent of Iowa Fourth Grade Students Proficient in 
Mathematics by Disability Status* 2007-2008 to 20 11 -201 2 



■ Disability No Disability 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
*Disability status is determined by the presence of an individualized education program (IEP). 



Figure 27 

Percent of Iowa Fourth Grade Students Proficient in Mathematics 
by Primary Language Status* 2007-2008 to 2011 -201 2 



■ ELL* English 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Primary language status classified by English and English language learner and determined according to 
the following definition: English language learner refers to a student who has a language other than English 
and the proficiency in English is such that the probability of the student's academic success in an English- 
only classroom is below that of an academically successful peer with an English language 

background. 



28 



State Report Card 2012 



Figure 28 



Percent of Iowa Fourth Grade Students Proficient 
in Mathematics by Migrant Status* 2007-2008 to 201 1-2012 



■ Migrant Non-Migrant 

100 ! 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 



School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Migrant status is defined as migrant or non-migrant as follows: Migrant: a student is considered a migrant if 
he or she has moved in the past 36 months from one district to another so that the parents could obtain 

temporary or seasonal employment in agriculture as their principle means of livelihood. 



Figure 29 

Percent of Iowa Eighth Grade Students Proficient 
in Mathematics 2007-2008 to 201 1-2012 



100 -I 
90 - 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 

Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



State Report Card 2012 



29 



Figure 30 



Percent of Iowa Eighth Grade Students Proficient 
in Mathematics by Gender 2007-2008 to 201 1-2012 



100 n 

90 

80 
_ 70 
§60 
a 50 

Q. 

40 
30 
20 
10 




i Female Male 



75.7 75.8 



76.5 77.5 



76.4 76.6 



77 78.3 



74.5 74.8 




2007-2008 



2008-2009 



2009-2010 
School Year 



2010-2011 



2011-2012 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 31 



Percent of Iowa Eighth Grade Students Proficient 
in Mathematics by Race/Ethnicity 2009-201 to 201 1 -201 2 



White 

African 
American 

Hispanic 
Asian 

American Indian 

Hawaiian/Pacific 
Islander 

Two or More 
Races 




2011-2012 
2010-2011 
2009-2010 



66.1 
~ 70.2 
69.2 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



30 



State Report Card 2012 



Figure 32 

Percent of Iowa Eighth Grade Students Proficient in Mathematics by 
Socioeconomic Status* 2007-2008 to 201 1-2012 



■ Eligible for Free or Reduced Price Meals Not Eligible for Free or Reduced Price Meals 



100 n 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
'Socioeconomic status is determined by the eligibility for free or reduced price meals. 



Figure 33 



Percent of Iowa Eighth Grade Students Proficient 
in Mathematics by Disability Status* 2007-2008 to 201 1-2012 



2007-2008 



i Disability No Disability 




2008-2009 



2009-2010 
School Year 



2010-2011 



2011-2012 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Disability status is determined by the presence of an individualized education program (IEP). 



State Report Card 2012 



31 



Figure 34 



Percent of Iowa Eighth Grade Students Proficient in Mathematics 
by Primary Language Status* 2007-2008 to 201 1-2012 



■ ELL* English 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Primary language status is classified by English and English language learner and determined according to 
the following definition: English language learner refers to a student who has a language other than English 
and the proficiency in English is such that the probability of the student's academic success in an English- 

only classroom is below that of an academically successful peer with an English language background. 



Figure 35 

Percent of Iowa Eighth Grade Students Proficient in Mathematics 
by Migrant Status* 2007-2008 to 201 1-2012 



■ Migrant Non-Migrant 



100 i 




2007-2008 2008-2009 2009-2010 2010-2011 2011-201 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Migrant status is defined as migrant or non-migrant as follows: Migrant: a student is considered a migrant if 
he or she has moved in the past 36 months from one district to another so that the parents could obtain 
temporary or seasonal employment in agriculture as their principle means of livelihood. 



32 



State Report Card 2012 



Figure 36 



Percent of Iowa Eleventh Grade Students Proficient 
in Mathematics 2007-2008 to 201 1-2012 



100 ! 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 37 

Percent of Iowa Eleventh Grade Students Proficient 
in Mathematics by Gender 2007-2008 to 201 1 -201 2 

■ Female Male 



77.8 78 76.5 79 1 77.7 78.7 76 A 79.4 82 5 83 1 




III 



2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Note: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



State Report Card 2012 



33 



Figure 38 




Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 



Figure 39 

Percent of Iowa Eleventh Grade Students Proficient 
in Mathematics by Socioeconomic Status* 2007-2008 to 201 1 -201 2 

■ Eligible for Free or Reduced Price Meals Not Eligible for Free or Reduced Price Meals 



100 i 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
*Socioeconomic status is determined by the eligibility for free or reduced price meals. 



34 



State Report Card 2012 



Figure 40 



Percent of Iowa Eleventh Grade Students Proficient 
in Mathematics by Disability Status* 2007-2008 to 201 1-2012 



■ Disability No Disability 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 
*Disability status is determined by the presence of an individualized education program (IEP). 



Figure 41 

Percent of Iowa Eleventh Grade Students Proficient in Mathematics by 
Primary Language Status* 2007-2008 to 201 1-2012 



■ ELL* English 



100 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Primary language status is classified by English and English language learner and determined according to 
the following definition: English language learner refers to a student who has a language other than English 
and the proficiency in English is such that the probability of the student's academic success in an English - 
only classroom is below that of an academically successful peer with an English language 

background. 



State Report Card 2012 



35 



Figure 42 

Percent of Iowa Eleventh Grade Students Proficient 
in Mathematics by Migrant Status* 2007-2008 to 201 1-2012 



■ Migrant Non-Migrant 




2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 

School Year 



Source: Iowa Department of Education, AYP file. 

Notes: The data include the ITP (Iowa Testing Programs) test results and the results from the IAA. 

'Migrant status is defined as migrant or non-migrant as follows: Migrant: a student is considered a migrant if 
he or she has moved in the past 36 months from one district to another so that the parents could obtain 

temporary or seasonal employment in agriculture as their principle means of livelihood. 



36 



State Report Card 2012 



National Assessment of Educational 
Progress 

The National Assessment of Educational Progress (NAEP) is the only nationally 
representative, continuing assessment of what students in the United States know and can 
accomplish in various subject areas. Since NAEP assessments are administered uniformly 
using the same sets of test booklets across the nation, NAEP results serve as a common 
metric for all states and selected urban districts. The assessment stays essentially the same 
from year to year, with only carefully documented changes. This permits NAEP to provide a 
clear picture of student academic progress over time. The following tables show the most 
recent results of NAEP for Iowa in reading and mathematics that were available at the time 
this document was released. Additional information on NAEP can be found at: 
http://nationsreportcard.gov/ . 

NAEP mathematics and reading results for grades four and eight are reported on a 0-500 
scale. Because NAEP scales are developed independently for each subject and for each 
content area within a subject, the scores cannot be compared across subjects. In addition to 
the scale scores and based on recommendations from policymakers, educators, and 
members of the general public, specific achievement levels are set for each subject area 
and grade. Achievement levels are performance standards showing what students should 
know and be able to do. They provide another perspective with which to interpret student 
performance. NAEP results are reported as percentages of students performing at the 
Basic, Proficient, and Advanced levels. 

• Basic denotes partial mastery of prerequisite knowledge and skills that are 
fundamental for proficient work at a given grade. 

• Proficient represents solid academic performance. Students reaching this level have 
demonstrated competency over challenging subject matter. 

• Advanced represents superior performance. 

Note that the cut point for the Basic level on NAEP is the best comparison to the Proficient 
level on the Iowa Tests. 

Table 7 



Inclusion Rates: Percent Included in the NAEP 201 1 Assessment 





Jurisdiction 


Grade 4 


Grade 4 


Grade 8 


Grade 8 






Reading 


Mathematics 


Reading 


Mathematics 


Students with Disabilities 


Iowa 


93.3% 


91.9% 


94.7% 


90.4% 




Nation 


76.6 


84.2 


75.5 


80.0 


English Language Learners 


Iowa 


97.8 


94.4 


99.0 


96.7 




Nation 


89.0 


95.9 


86.4 


93.1 



Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 
National Assessment of Educational Progress (NAEP), 201 1 Assessment. 



State Report Card 2012 



37 



Table 8 



NAEP Reading 201 1 , Grade 4, Percent of Students at 
Each Achievement Level for Iowa and the Nation 



Iowa Nation 





Below 

DdbIL 


Basic 


Proficient 


Advanced 


Below 

Rac if 
DdbIL 


Basic 


Proficient 


Advanced 


All "^h irlpnt-c; 


31% 

J -L /O 


3 5% 

J — ' /O 


27% 

Z. / /O 


fi% 

U /O 


Jt /o 


34% 

Jt /O 


25% 

t. > /O 


7% 

/ /O 


African flmpriran 

Ml 1 ILQI 1 Ml 1 Id !<_C1 1 1 


62 


27 


m 


i 

J. 


51 


32 


1 A 




m 1 1 1 c i 1 1_ a 1 1 iiiuidii 










51 


3n 


1 5 

J. J 


A 
*-r 


Asian 


11 


97 






1 Q 








Hispanic 


52 


33 


13 


2 


50 


33 


15 


2 


Pacific Islander 










40 


33 


22 


5 


White 


27 


37 


30 


7 


23 


35 


32 


10 


Two or more races 


38 


29 


24 


8 


29 


34 


27 


10 


Low SES 


47 


35 


15 


2 


48 


34 


16 


2 


Not Low SES 


20 


36 


35 


9 


18 


34 


35 


13 



Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 

National Assessment of Educational Progress (NAEP), 201 1 Assessment. 
Notes: - Reporting standards not met (insufficient sample size to report). # Rounds to zero. Detail may not sum to 

totals because of rounding. Some apparent differences between estimates may not be statistically 

significant. 



Table 9 

NAEP Reading 201 1 , Grade 8, Percent of Students at 
Each Achievement Level for Iowa and the Nation 



Iowa Nation 





Below 


Basic 


Proficient 


Advanced 


Below 


Basic 


Proficient 


Advanced 




Basic 








Basic 








All Students 


23% 


44% 


31% 


2% 


25% 


43% 


29% 


3% 


African American 


43 


45 


11 


1 


42 


44 


14 


1 


American Indian 










36 


42 


20 


2 


Asian 


21 


40 


34 


5 


16 


35 


40 


8 


Hispanic 


38 


42 


19 


1 


37 


45 


17 


1 


Pacific Islander 










39 


40 


20 


2 


White 


20 


45 


33 


2 


16 


43 


37 


4 


Two or more races 










23 


42 


31 


4 


Low SES 


35 


45 


20 


1 


37 


45 


17 


1 


Not Low SES 


16 


44 


37 


3 


15 


41 


39 


5 



Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 

National Assessment of Educational Progress (NAEP), 201 1 Assessment. 
Notes: - Reporting standards not met (insufficient sample size to report). # Rounds to zero. Detail may not sum to 

totals because of rounding. Some apparent differences between estimates may not be statistically 
significant. 



38 



State Report Card 2012 



Table 10 



NAEP Mathematics 201 1 , Grade 4, Percent of Students at 
Each Achievement Level for Iowa and the Nation 



Iowa Nation 





Below 
Basic 


Basic 


Proficient 


Advanced 


Below 
Basic 


Basic 


Proficient 


Advanced 


All Students 


14% 


43% 


37% 


6% 


18% 


42% 


33% 


6% 


African American 


37 


45 


17 


2 


34 


49 


16 


1 


American Indian 










32 


44 


22 


2 


Asian 










8 


28 


44 


21 


Hispanic 


27 


49 


23 


1 


28 


48 


22 


2 


Pacific Islander 










24 


42 


26 


7 


White 


11 


42 


41 


6 


9 


39 


43 


9 


Two or more races 


16 


45 


36 


3 


15 


43 


34 


9 


Low SES 


23 


49 


26 


2 


27 


48 


22 


2 


Not Low SES 


8 


38 


45 


8 


8 


35 


45 


12 



Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 

National Assessment of Educational Progress (NAEP), 201 1 Assessment. 
Notes: - Reporting standards not met (insufficient sample size to report). # Rounds to zero. Detail may not sum to 

totals because of rounding. Some apparent differences between estimates may not be statistically 
significant. 



Table 1 1 

NAEP Mathematics 201 1 , Grade 8, Percent of Students at 
Each Achievement Level for Iowa and the Nation 



Iowa Nation 





Below 
Basic 


Basic 


Proficient 


Advanced 


Below 
Basic 


Basic 


Proficient 


Advanced 


All Students 


23% 


43% 


26% 


8% 


28% 


39% 


26% 


8% 


African American 


52 


37 


10 


1 


50 


37 


11 


1 


American Indian 










45 


38 


14 


4 


Asian 


21 


33 


34 


12 


12 


30 


34 


24 


Hispanic 


38 


48 


13 


1 


40 


40 


17 


3 


Pacific Islander 










45 


37 


15 


3 


White 


20 


43 


28 


9 


17 


39 


33 


10 


Two or more races 










24 


38 


27 


10 


Low SES 


37 


46 


16 


2 


41 


41 


16 


2 


Not Low SES 


15 


41 


32 


11 


16 


37 


34 


13 



Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 

National Assessment of Educational Progress (NAEP), 201 1 Assessment. 
Notes: - Reporting standards not met (insufficient sample size to report). # Rounds to zero. Detail may not sum to 

totals because of rounding. Some apparent differences between estimates may not be statistically 

significant. 



State Report Card 2012 



39 



State Report Card 2012 



High School Graduates and Graduation 
Rates 



This section reports six years of trend data on number of high school graduates and 
completers in Iowa public schools and displays a four-year fixed cohort graduation rate for 
graduating classes of 2010 and 201 1 . In addition, a five-year fixed cohort graduation rate is 
reported for the graduating class of 2010. 



High School Graduates 



A public high school completer can receive one of two types of diplomas or a certificate. 
The NCLB Act defines the regular diploma recipients as high school graduates. 

• Students receiving regular diplomas. 

• Students receiving regular diplomas from an alternative placement within the district, 
or who have had the requirements modified in accordance with a disability. 

Other completers, students who have finished the high school program but did not earn a 
diploma, are not high school graduates based on the Iowa Consolidated State Application 
Accountability Workbook. 

Figure 43 shows the number of regular diploma recipients by school year from 2004-2005 to 
2010-2011. The counts in this figure include the students who earn a regular diploma in 
four years and the students who receive regular diplomas in less or more than four years. 



Figure 43 



Number of Iowa Public High School Graduates 2004-2005 to 2010-201 1 

36,000 



34,000 
32,000 
30,000 

U1 

CD 
+- ' 

1 28,000 
to 

i— 

(J 

o 26,000 
i_ 

§ 24,000 
22,000 



33547 



33693 



34140 



33926 



34462 



33853 



20,000 1 

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 

Year 

Source: Iowa Department of Education, Bureau of Information and Analysis, EASIER file. 



State Report Card 2012 



41 



High School Graduation Rates 

Students in Iowa's 2010 and 2011 graduating classes had statewide identification numbers 
for five years or longer. With this identification system and EASIER data, Iowa can follow 
the same group of students over several years and implement the first-time freshman cohort 
rates (students who repeated their 9th grade year were not included in the cohort). The 
four-year fixed cohort graduation rate is calculated for the class of 2011 (or class of 2010) 
by dividing the number of students in the cohort (denominator) who graduate with a regular 
high school diploma in four years or less by the number of first-time 9th graders enrolled in 
the fall of 2007 (or first-time 9th graders enrolled in the fall of 2006 for class of 2010) minus 
the number of students who transferred out plus the total number of students who 
transferred in. 

Iowa Four- Year Fixed Cohort Graduation Rate = (FG + TIG) / (F + Tl - TO) 

For the graduating class of 201 1 

FG = First-time 9th grade students in fall of 2007 and graduated in 201 1 or earlier 

TIG = Students who transferred in grades 9 to 12 and graduated in 201 1 or sooner 

F = First-time 9th grade students in fall of 2007 

Tl = Transferred in the first-time 9th graders' cohort in grades 9 to 12 

TO = Transfer out (including emigrates and deceased) 

For the graduating class of 2010 

FG = First-time 9th grade students in fall of 2006 and graduated in 2010 or earlier 
TIG = Students who transferred in grades 9 to 12 and graduated in 2010 or sooner 
F = First-time 9th grade students in fall of 2006 

First-time freshmen and transferred-in students include: resident students attending a public 
school in the district; non-resident students open-enrolled in, whole-grade sharing in, or 
tuition in; and foreign students on Visa. Those excluded are: home-schooled and nonpublic 
schooled students; public school students enrolled in another district but taking courses on 
a part-time basis; and foreign exchange students. Students receiving regular diplomas are 
included as graduates in the numerator. Early graduates are included in the original cohort. 
All students who take longer to graduate (including students with lEPs) are included in the 
denominator but not in the numerator for the four-year rate. 

The five-year fixed cohort graduation rate is calculated using a similar methodology as the 
four-year fixed cohort rate. This rate is calculated by dividing the number of students in the 
cohort (denominator) who graduate with a regular high school diploma in five years or less 
(by the 2010-201 1 school year) by the number of first-time 9th graders enrolled in the fall of 
2006 minus the number of students who transferred out plus the total number of students 
who transferred in. The five-year fixed cohort rate will maintain the same denominator as 
the previous year's four-year cohort rate, simply adding students who graduate in the fifth 
year to the numerator. 

Table 12 displays the four-year fixed cohort graduation rates for graduating classes of 2010 
and 2011. The rates listed are for all students and 13 subgroups. In gender comparison, 
females had higher graduation rates than males on average. Among the ethnic/race 
subgroups, White and Asian students had higher graduation rates than other race groups; 
the students who were eligible for free reduced price lunch and IEP, English Language 
Learners (ELL), and migrant students had graduation rates lower than the all student group 
on average. 



42 



State Report Card 2012 



Table 12 



Iowa Public High School Four- Year Fixed Cohort Graduation Rate by Subgroup 



Class of 2010 Class of 2011 





Numerator 


Denominator 


Graduation 
Rate 


Numerator 


Denominator 


Graduation 
Rate 


All Students 


32104 


36152 


88.8% 


31510 


35676 


88.3% 


African American 


1076 


1494 


72.0 


1130 


1543 


73.2 


American Indian 


132 


180 


73.3 


122 


154 


79.2 


Asian 


600 


668 


89.8 


555 


627 


88.5 


Hispanic 


1546 


2021 


76.5 


1643 


2186 


75.2 


Hawaiian or 


++ 


++ 


++ 


31 


38 


81.6 


Pacific Islander 














Two or More 


379 


438 


86.5 


441 


538 


82.0 


Races 














White 


28371 


31349 


90.5 


27588 


30590 


90.2 


Disability* 


3709 


5252 


70.6 


3701 


5296 


69.9 


ELL** 


701 


962 


72.9 


699 


999 


70.0 


LowSES*** 


9768 


12383 


78.9 


9882 


12646 


78.1 


Migrant+ 


139 


221 


62.9 


118 


166 


71.1 


Female+ 


16325 


17999 


90.7 


15795 


17417 


90.7 


Male+ 


15779 


18153 


86.9 


15715 


18259 


86.1 



Source: Iowa Department of Education, Bureau of Information and Analysis, EASIER files. 

Notes: 'Disability status is determined by the presence of an individualized education program (IEP). **ELL 

indicates English Language Learner. ***Low SES is determined by the eligibility for free or reduced price 
meals. +Not required for Adequate Yearly Progress (AYP) report. ++Small cell size. 



The five-year fixed cohort graduation rates for the graduating class of 2009 and 2010 are 
displayed in Table 13. 

Table 13 



Iowa Public High School Five-Year Fixed Cohort Graduation Rate 
by Subgroup for the Graduation Classes of 2009 and 2010 







Class of 2009 






Class of 2010 






Numerator 


Denominator 


Graduation 
Rate 


Numerator 


Denominator 


Graduatio 
n Rate 


All Students 


33146 


36640 


90.5% 


33189 


36152 


91.8% 


African American 


1202 


1543 


77.9% 


1181 


1494 


79.0% 


American Indian 


142 


185 


76.8% 


142 


185 


76.8% 


Asian 


605 


664 


91.1% 


630 


668 


94.3% 


Hispanic 


1329 


1740 


76.4% 


1685 


2021 


83.4% 


White 


29855 


32484 


91.9% 


29152 


31349 


93.0% 


Disability* 


4359 


5424 


80.4% 


4280 


5252 


81.5% 


ELL** 


687 


933 


73.6% 


789 


962 


82.0% 


LowSES*** 


9844 


11810 


83.4% 


10439 


12383 


84.3% 


Migrant+ 


172 


220 


78.2% 


167 


221 


75.6% 


Female+ 


16647 


18099 


92.0% 


16779 


17999 


93.2% 


Male+ 


16499 


18541 


89.0% 


16410 


18153 


90.4% 



Source: Iowa Department of Education, Bureau of Information and Analysis, EASIER files. 

Notes: 'Disability status is determined by the presence of an individualized education program (IEP). **ELL 

indicates English Language Learner. ***Low SES is determined by the eligibility for free or reduced price 
meals. +Not required for Adequate Yearly Progress (AYP) report. ++Small cell size. 



State Report Card 2012 



43 



State Report Card 2012 



Average Daily Attendance 



The average daily attendance (ADA) rate for kindergarten to grade eight is one of the 
additional academic indicators for the NCLB accountability system. Iowa's average daily 
attendance is defined as the aggregate days of student attendance (days present) in a 
school or school district divided by the aggregate days of enrollment. The 2010-2011 
aggregate K-8 ADA rate for Iowa public schools was 95.6 percent, an increase of 0.1 
percent from last year's rate. Figure 44 shows the ADA trend for Iowa public schools for the 
past 7 school years. 



Figure 44 

Iowa Public School Grades K-8 Average Daily Attendance Rate 
2004-2005 to 2010-2011 



100 



95 



95.8 



95.8 



95.8 



95.9 



95.8 



95.5 



95.6 



90 



85 



80 



2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 

School Year 



Source: Iowa Department of Education, EASIER file. 



State Report Card 2012 



45 



Figure 45 displays the disaggregated ADA data by subgroup for school years 2010-2011 
and 2009-2010. ADA rates decreased slightly for all subgroups in the past year. 

Figure 45 

K-8 Average Daily Attendance Rate by Subgroup 
2010-2011 and 2009-2010 



2010-2011 "2009-2010 




10 20 30 40 50 60 70 80 90 100 
Percent 



Source: Iowa Department of Education, EASIER Enrollment file. 
Notes: *ELL indicates English Language Learner. 

"Low SES is determined by the eligibility for free or reduced price meals. 

"'Disability status is determined by the presence of an individualized education program (IEP). 

+Not required for Adequate Yearly Progress (AYP) report. 
++New reporting subgroup in 2009-2010. 



46 



State Report Card 2012 



Highly Qualified Teachers 

The No Child Left Behind (NCLB) Act requires states to provide the characteristics of 
teachers in high and low poverty schools in their annual state report card. The Act defines 
high and low poverty schools as those in the top (high) and bottom (low) quartiles of schools 
in poverty. The Iowa Department of Education uses the percentage of students eligible for 
free or reduced-price lunch by school to determine the poverty quartiles. Table 14 shows 
the comparison of teacher characteristics between high and low poverty public schools in 
2011-2012. Table 15 shows the same comparison between high and low poverty public 
schools by school level. Highly Qualified Teacher (HQT) assignment indicates a match 
between assignment and endorsement areas. There was a larger percentage of the 
teachers with advanced degrees in high poverty schools than in low poverty schools. On 
average, the teachers in high poverty schools were older and had more district experience 
compared to the teachers in low poverty schools. 

Highly qualified teacher data by academic area are presented in Tables 16 to 18. Table 17 
further breaks down not HQT sections by school level and Table 1 8 breaks down the not 
HQT sections by school poverty status. For academic areas shown, all twelve areas had 
below 0.2 percent of sections that are not taught by Highly Qualified Teachers. 

Table 14 



Highly Qualified Teacher (HQT) Data for 201 1 -201 2 
All Schools by Poverty Status 





High Poverty 
Schools 


Low Poverty 
Schools 


All Schools 


# Sections in Selected Areas 


41,328 


42,325 


145,440 


# Sections in Selected Areas Not Taught by HQT 


12 


15 


34 


% Sections in Selected Areas Not Taught by HQT 


0.03% 


0.04% 


0.02% 


# Full-Time Teachers 


9,400 


9,036 


32,818 


# Advanced Degrees 


3,334 


3,357 


10,747 


% Advanced Degrees 


35.5% 


37.2% 


32.7% 


# Bachelor Degrees 


6,066 


5,679 


22,071 


Avg. District Experience 


10.7 


10.1 


11.0 


Avg. Total Experience 


13.7 


13.9 


14.4 


Average Age 


41.8 


40.5 


41.7 


Average Salary 


$ 50,565 


$51,721 


$ 50,170 


# Students Served 


128,967 


139,614 


466,923 


Source: Iowa Department of Education, Teacher Licensure Files and Basic Educational Data Survey, Staff Files. 

Notes: District office and AEA teachers and students are NOT included. High/low poverty based on top and bottom 
25 percent of schools in terms of percent of their students eligible for free/reduced price lunch. The selected 
academic areas include English, reading/language arts, mathematics, science, foreign language, 
civics/government, economics, arts, history, geography, elementary (K-8), and special education. 



State Report Card 2012 



47 



Table 15 



Highly Qualified Teacher (HQT) Data for 201 1 -201 2 








by School Level and Poverty Status 










Elementary 




Secondary 






Hieh 
■ i igi i 


Low 


All 

Elementary 


High 


Low 


All 

SecondBry 




Poverty 
Schools 


Poverty 
Schools 


Poverty 
Schools 


Poverty 
Schools 


# Sections in Selected Areas 


23,703 


24,837 


84,929 


17,625 


17,488 


60,511 


# Sections in Selected Areas 







8 


11 


15 


ZD 


Not Taught by HQT 


1 


% Sections in Selected Areas 
Not Taught by HQT 


0.00% 


0.00% 


0.01% 


0.06% 


0.09% 


U.U47o 


# Full-Time Teachers 


6,552 


6,219 


22,734 


2,848 


2,817 


10,084 


# Advanced Degrees 


2,291 


2,200 


7,214 


1,043 


1,157 


3,533 


% Advanced Degrees 


35.0% 


35.4% 


31.7% 


36.6% 


41.1% 


35.0% 


# Bachelor Degrees 


4,261 


4,019 


15,520 


1,805 


1,660 


6,551 


Avg. District Experience 


11.1 


10.2 


11.4 


10.0 


10.0 


10.3 


Avg. Total Experience 


13.7 


13.7 


14.4 


13.6 


14.4 


14.4 


Average Age 


41.5 


40.1 


41.5 


42.5 


41.3 


42.1 


Average Salary 


$ 50,832 


$ 51,585 


$ 50,305 


$ 49,950 


$ 52,021 


$ 49,878 


# Students Served 


86,077 


96,950 


322,072 


42,890 


42,664 


144,851 



Source: Iowa Department of Education, Teacher Licensure Files and Basic Educational Data Survey, Staff Files. 



Notes: District office and AEA teachers and students are NOT included. High/low poverty based on top and bottom 
25 percent of schools in terms of percent of their students eligible for free/reduced price lunch. The selected 
academic areas include English, reading/language arts, mathematics, science, foreign language, 
civics/government, economics, arts, history, geography, elementary (K-8), and special education. 



Table 16 

Number and Percent of Sections Not Taught by Highly Qualified School 

Teachers by Academic Area 201 1 -201 2 

Sections for All Building Sections for Building, Sections for Building and 
Teachers District Office and AEA District Office Teachers 

Teachers 



Academic Area 


Total 


% Not Taught 
by HQT 


Total 


% Not Taught 
by HQT 


Total 


% Not Taught 
by HQT 


English 


16,173 


0.02% 


16,783 


0.04% 


16,782 


0.04% 


Reading/ Language 
Arts 


8,404 


0.01 


8,579 


0.03 


8,578 


0.03 


Mathematics 


14,982 


0.00 


15,456 


0.00 


15,456 


0.00 


Science 


13,393 


0.00 


13,861 


0.00 


13,861 


0.00 


Foreign Language 


6,148 


0.00 


6,278 


0.00 


6,278 


0.00 


Civics/Government 


6,918 


0.00 


7,282 


0.00 


7,282 


0.00 


Economics 


642 


0.00 


656 


0.00 


656 


0.00 


Arts 


27,741 


0.04 


29,110 


0.08 


29,107 


0.08 


History 


4,901 


0.00 


4,974 


0.00 


4,974 


0.00 


Geography 


640 


0.00 


648 


0.00 


648 


0.00 


Elementary (K-8) 


24,076 


0.01 


25,110 


0.01 


25,106 


0.01 


Special Education 


21,422 


0.07 


21,844 


0.07 


21,500 


0.07 


Total 


145,440 


0.02 


150,581 


0.03 


150,228 


0.03 



Source: Iowa Department of Education, Teacher Licensure Files and Basic Educational Data Survey, Staff Files. 



48 



State Report Card 2012 



Table 17 



Number and Percent of Sections Not Taught by Highly Qualified School 






Teachers by Academic Area and School Level 201 1 -201 2 






Sections for All Building 


Sections for Elementary 


Sections for Secondary 




Teachers 


Building (K-8) Teachers 


Building (9-12) Teachers 






% Not 




% Not 




% Not 


Academic Area 


Total 


Taudht hv 


Total 


Taudht bv 


Total 


Tauaht bv 






HQT 




HQT 




HQT 


English 


16,173 


0.02% 


5,091 


0.00% 


1 1 ,082 


0.04% 


Reading/Language 


8,404 


0.01 


7,801 


0.01 


603 


0.00 


Arts 














Mathematics 


14,982 


0.00 


5,275 


0.00 


9,707 


0.00 


Science 


13,393 


0.00 


4,589 


0.00 


8,804 


0.00 


Foreign Language 


6,148 


0.00 


1,005 


0.00 


5,143 


0.00 


Civics/Government 


6,918 


0.00 


4,230 


0.00 


2,688 


0.00 


Economics 


642 


0.00 




0.00 


642 


0.00 


Arts 


27,741 


0.04 


20,332 


0.02 


7,409 


0.09 


History 


4,901 


0.00 






4,901 


0.00 


Geography 


640 


0.00 






640 


0.00 


Elementary (K-8) 


24,076 


0.01 


24,076 


0.01 






Special Education 


21 ,422 


0.07 


12,530 


0.00 


8,892 


0.17 


Total 


145,440 


0.02 


84,929 


0.01 


60,511 


0.04 


Source: Iowa Department of Education, Teacher Licensure Files and Basic Educational Data Survey, Staff Files. 


Note: Secondary indicates a regular and alternative grade 9-12 building and elementary indicates grade level K-8. 


Table 18 


Number and Percent of Sections Not Taught by Highly Qualified School 






Teachers by Academic Area and Poverty Status 201 1-2012 






Sections for All Building 


Sections for 


Sections for 




Teachers 


Hig 


h Poverty 


Low Poverty 








Building Teachers 


Building Teachers 






% Not 




% Not 




% Not 


Academic Area 


Total 


Taught by 


Total 


Taught by 


Total 


Taught by 






HQT 




HQT 




HQT 


English 


16,173 


0.02% 


4,421 


0.09% 


4,779 


0.00% 


Reading/Language 


8,404 


0.01 


2,856 


0.04 


1,750 


0.00 


Arts 














Mathematics 


14,982 


0.00 


4,366 


0.00 


4,138 


0.00 


Science 


13,393 


0.00 


3,755 


0.00 


3,873 


0.00 


Foreign Language 


6,148 


0.00 


1,407 


0.00 


2,210 


0.00 


Civics/Government 


6,918 


0.00 


1,750 


0.00 


2,095 


0.00 


Economics 


642 


0.00 


194 


0.00 


199 


0.00 


Arts 


27,741 


0.04 


7,750 


0.09 


8,623 


0.00 


History 


4,901 


0.00 


1,455 


0.00 


1,426 


0.00 


Geography 


640 


0.00 


140 


0.00 


165 


0.00 


Elementary (K-8) 


24,076 


0.01 


6,658 


0.00 


7,328 


0.00 


Special Education 


21 ,422 


0.07 


6,576 


0.00 


5,739 


0.26 


Total 


145,440 


0.02 


41,328 


0.03 


42,325 


0.04 


Source: Iowa Department of Education, Teacher Licensure Files and Basic Educational Data Survey, Staff Files. 


Note: High/low poverty based on top and bottom 25 percent of schools in terms of percent of their students eligible 


for free/reduced price lunch. 













State Report Card 2012 



49 



In 201 1-2012, there were no public school teachers in Iowa with an emergency or 
provisional license (Table 19). 



Table 19 

Number and Percent of Teachers with 
Emergency/Provisional Licenses 2011-2012 



Number of Teachers Percent of Teachers 
All Schools 0% 
Elementary Schools 
Secondary Schools 
High Poverty Schools 
Low Poverty Schools 



Source: Iowa Department of Education, Teacher Licensure Files and Basic Educational Data Survey, Staff Files. 
Note: High/low poverty based on top and bottom 25 percent of schools in terms of percent of their students eligible 
for free/reduced price lunch. 



50 



State Report Card 2012 



Districts and Schools in Need of 
Assistance 

Under the No Child Left Behind Act (NCLB), public school districts and public schools must 
report the academic progress of all students in grades 3 to 8 and 1 1 . Student academic 
progress is reported by subgroups and their test participation rates in the subject areas of 
reading and mathematics. Public elementary and middle school average daily attendance 
(ADA) rates and public high school graduation rates are the other academic indicators for 
public school districts. 

If a district does not meet the annual Adequate Yearly Progress (AYP) state participation 
goals or state Annual Measurable Objectives (AMO) in either the "all students" group or any 
one of the subgroups within the required grade spans (3 to 5, 6 to 8, and 11) in the same 
subject area (either reading or mathematics) for two consecutive years, it shall be identified 
as a district in need of assistance. If a district does not meet the goals for district level K to 8 
average daily attendance rate and high school graduation rate for two consecutive years, it 
also shall be identified as a district in need of assistance. Districts remain identified until 
they have met AYP for two consecutive years. 

If a school does not meet the annual AYP state participation goals or state AMO in reading 
or mathematics assessment in either the "all students" group or any one of the subgroups 
for two consecutive years, it is designated as a school in need of assistance. If a school 
does not meet the goals for its other academic indicator (K to 8 average daily attendance 
rate or high school graduation rate) for two consecutive years, it is also identified as a 
school in need of assistance. Schools remain identified until they have met AYP for two 
consecutive years. 

Based on 2011-2012 performance, 28 of 351 (8.0 percent) public school districts were 
identified as a district in need of assistance for the 2012-2013 school year. Thirty districts 
were identified as a district in need of assistance for the previous (201 1-2012) school year. 

Of the 1,381 Iowa public schools that provided services to students in grades K to 12 for 
which AYP decisions were made, a total of 496 public schools (35.9 percent) were identified 
as a school in need of assistance. This is an increase of 6.3 percent from the 29.6 percent 
of public schools identified as a school in need of assistance for the 201 1-2012 school year. 

Table 20 shows the list of the districts in need of assistance and Table 21 shows the list of 
schools in need of assistance. 



State Report Card 2012 



51 



Table 20 



Districts in Need of Assistance for 2012-2013 School Year 






Based Upon Previous School Years' Performance 




District 


Math Proficiency Reading Proficiency 


Bettendorf 


Delay-1 




Burlington 


Delay-2 


Delay-1 


Cedar Rapids 


Delay-5 


DINA-7 


Clinton 


DINA-3 


Delay-5 


Columbus 


DINA-1 


DINA-1 


Council Bluffs 


Delay-6 


DINA-7 


Davenport 


DINA-7 


DINA-8 


Denison 




Delay-3 


Des Moines Independent 


DINA-4 


DINA-6 


Dubuque 


Delay-3 


Delay-3 


Estherville Lincoln Central 


Delay-1 


DINA-1 


Fort Dodge 


DINA-4 


DINA-8 


Iowa City 


Delay-6 


Delay-6 


Lewis Central 


DINA-1 


Delay-2 


Linn-Mar 


Delay-1 




Marshalltown 


Delay-6 


DINA-4 


Mason City 


DINA-2 


DINA-4 


Mount Pleasant 


DINA-3 




Muscatine 




DINA-3 


Newton 


Delay-2 


DINA-3 


Oskaloosa 


DINA-2 


DINA-1 


Ottumwa 


DINA-4 


DINA-6 


Perry 


DINA-3 




Sioux City 


Delay-6 


Delay-6 


South Tama County 


DINA-3 




Storm Lake 


DINA-2 




Waterloo 


DINA-7 


DINA-7 


West Des Moines 


DINA-4 


DINA-3 


Source: Iowa Department of Education, Division of Learning and Results, Adequate Yearly Progress Report. 
Notes: DINA-# indicates the number of years a district has been on improvement status under NCLB. Delay-# 


indicates the status year of the district when it made AYP and was placed on Delay status. If the district 


meets AYP the following year, it is removed from DINA status. 





52 



State Report Card 2012 



Table 21 





Schools in Need of Assistance for 2012-2013 School Year 








Based Upon Previous School Years' Performance 






District Name 


_ . ... Math 
School Name _ .. , .. 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


AGWSR 


AGWSR MS 




SINA-2 


SINA-2 




Adel DeSoto Minburn 


ADM MS 




SINA-1 






Adel DeSoto Minburn 


DeSoto Intermediate 






SINA-1 




Algona 


Algona MS 






SINA-2 




Ames 


Ames HS 




SINA-3 






Ames 


Ames MS 




SINA-6 


SINA-4 




Anamosa 


West MS 




SINA-3 


SINA-1 




Ankeny 


Parkview MS 




Delay-3 


SINA-4 




Ankeny 


Northview MS 




SINA-2 


SINA-5 




Anthon-Oto 


Anthon-Oto-Maple Valley MS 




SINA-1 


SINA-1 




Aplington-Parkersburg 


Aplington / Parkersburg MS 




SINA-1 


SINA-1 




Armstrong-Ringsted 


Armstrong-Ringsted HS 






SINA-1 




Atlantic 


Atlantic HS 




Delay-1 






rtLldl ILIU 


Atlantic Mb 




CIM A O 

ollNA-Z 


SINA-3 




rtLldl 1LIU 


Schuler ES 




SINA-1 






Del lev Uc 


Bellevue HS 






SINA-2 




Belmond-Klemme 


Belmond-Klemme ES 
(Jacobson) 






SINA-4 




Benton 


Norway ES 




SINA-2 






Bettendorf 


Bettendorf HS 




Delay-2 


Delay-2 




Bettendorf 


Bettendorf MS 




SINA-7 


SINA-6 




Eddyville-Blakesburg 


Eddyville-Blakesburg Jr-Sr HS 




SINA-1 


SINA-1 




Bondurant-Farrar 


Bondurant MS 




SINA-1 


SINA-1 




Bondurant-Farrar 


Anderson ES 




CIM A O 






DUUI IC 


Boone MS 




SINA-3 


SINA-2 




DUUI ItS 


Franklin ES 




SINA-3 






West Hancock 


West Hancock MS 






SINA-2 




Brooklyn-Guernsey-Malcom 


Brooklyn-Guernsey-Malcom Jr- 
Sr HS 






SINA-2 




IMU r LI 1 lUWd 


North Iowa MS 




SINA-2 






North Iowa 


North Iowa Elem Buffalo 
Center 




Delay-1 


Delay-1 




Burlington 


Burlington Community HS 




Delay-5 


Delay-7 




Burlington 


Burlington Alternative 




Delay-2 


Delay-1 




Burlington 


James Madison MS 




SINA-4 


SINA-4 




Burlington 


Aldo Leopold MS 




SINA-4 


SINA-2 




Burlington 


North Hill ES 






SINA-1 




Burlington 


Sunnyside ES 




SINA-3 


SINA-1 




CAM 


CAM MS 






SINA-1 




CAL 


CAL Community HS 






Delay-2 




Camanche 


Camanche MS 




SINA-3 


SINA-4 




Cardinal 


Cardinal MS/HS 




SINA-3 


SINA-3 




Carlisle 


Carlisle MS 




SINA-2 






Carlisle 


Hartford Upper ES 






SINA-1 




Cedar Falls 


Cedar Falls HS 




SINA-3 


Delay-4 




Cedar Falls 


Holmes JHS 




SINA-4 


SINA-6 




Cedar Falls 


Peet JHS 




SINA-1 


SINA-4 





State Report Card 2012 



53 



Table 21 (continued) 





Schools in Need of Assistance for 2012-2013 School Year 








Based Upon Previous School Years' Performance 






District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Cedar Falls 


Helen A Hansen ES 








SINA-1 




Cedar Rapids 


Thomas Jefferson HS 






SINA-5 


SINA-6 




Cedar Rapids 


John F Kennedy HS 








Delay-4 




Cedar Rapids 


George Washington HS 






Delay-6 


SINA-7 




Cedar Rapids 


Franklin MS 






SINA-4 


SINA-7 




Cedar Rapids 


Harding MS 






SINA-4 


SINA-3 




Cedar Rapids 


McKinley MS 






SINA-4 


SINA-8 




Cedar Rapids 


Roosevelt MS 






SINA-7 


SINA-7 




Cedar Rapids 


Taft MS 






SINA-5 


SINA-5 




Cedar Rapids 


Wilson MS 






SINA-4 


SINA-3 




Cedar Rapids 


Cleveland ES 






SINA-1 


SINA-4 




Cedar Rapids 


Garfield ES 






SINA-1 


SINA-3 




Cedar Rapids 


Grant Wood ES 








SINA-3 




Cedar Rapids 


Harrison ES 








SINA-4 




Cedar Rapids 


Hiawatha ES 








SINA-3 




Cedar Rapids 


Hoover ES 






SINA-1 






Cedar Rapids 


Johnson ES 






SINA-6 


SINA-6 




Cedar Rapids 


Madison ES 






SINA-2 


SINA-2 




Cedar Rapids 


Van Buren ES 






Delay-2 


SINA-3 




Cedar Rapids 


Wilson ES 






SINA-3 


SINA-3 




Center Point-Urbana 


Center Point-Urbana MS 








SINA-2 




Centerville 


Centerville HS 






Delay-2 






Centerville 


Howar JHS 






SINA-2 


SINA-2 




Centerville 


Lakeview 4-5-6 ES 






SINA-3 


SINA-4 




Central 


Elkader ES 








SINA-1 




Central Clinton 


Central MS 






SINA_2 


SINA-2 




Central Decatur 


Central Decatur MS/HS 






SINA-3 


SINA-5 




Central Decatur 


North ES 








SINA-2 




Chariton 


Chariton MS 






SINA-2 


SINA-3 




Chariton 


Van Allen ES 






SINA-4 


SINA-1 




Charles City 


Charles City MS 






SINA-4 


SINA-4 




Charter Oak-Ute 


Charter Oak-Ute JHS 








SINA-1 




Charter Oak-Ute 


Charter Oak-Ute ES 








SINA-1 




Cherokee 


Cherokee MS 






SINA-2 


SINA_2 




Clarinda 


Clarinda MS 






SINA-2 


SINA-2 




Clarion-Goldfield 


Clarion-Goldfield MS 








SINA-1 




Clarke 


Clarke MS 






SINA-1 






Clarke 


Clarke Community ES 






SINA-3 


SINA-3 




Clear Creek Amana 


Clear Creek Amana MS 






SINA-4 


SINA-2 




Clear Lake 


Clear Lake MS 






SINA-1 


SINA-2 




Clear Lake 


Clear Creek ES 






SINA-1 


SINA-1 




Clinton 


Clinton HS 








Delay-3 




Clinton 


Lyons MS 






SINA-3 


SINA-3 




Clinton 


Washington MS 






SINA-3 


SINA-3 




Clinton 


Bluff ES 








SINA-3 





54 



State Report Card 2012 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 



District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Clinton 


Jefferson ES 








Delay-3 




Clinton 


Eagle Heights ES 






SINA-2 


SINA-2 




Colfax-Mingo 


Colfax-Mingo MS 








SINA-2 




College 


Prairie HS 






SINA-4 


SINA-7 




College 


Prairie Point 






SINA-2 


SINA-2 




College 


Prairie Creek 






SINA-2 


SINA-2 




College 


Prairie Heights ES 








SINA-1 




Columbus 


Columbus Community HS 






SINA-3 


SINA-4 




Columbus 


Columbus Community JHS 






SINA-6 


SINA-4 




Columbus 


Roundy ES 






SINA-3 


SINA-4 




Corning 


Corning ES 








Delay-1 




Council Bluffs 


Thomas Jefferson HS 






SINA-6 


SINA-8 




Council Bluffs 


Abraham Lincoln HS 






SINA-6 


SINA-8 




Council Bluffs 


Gerald W Kirn MS 






SINA-7 


SINA-5 




Council Bluffs 


Woodrow Wilson JHS 






SINA-4 


SINA-4 




Council Bluffs 


Carter Lake ES 






SINA-1 






Council Bluffs 


Franklin ES 








SINA-1 




Council Bluffs 


Longfellow ES 






SINA-1 


SINA-1 




Council Bluffs 


Roosevelt ES 






SINA-1 


SINA-2 




Council Bluffs 


Rue ES 








SINA-1 




Council Bluffs 


Walnut Grove ES 






SINA-2 


SINA-3 




Creston 


Creston HS 






SINA-3 






Creston 


Creston MS 






SINA-3 


SINA-3 




Creston 


Creston ES 






SINA-2 


SINA-2 




Dallas Center-Grimes 


Dallas Center-Grimes MS 






SINA-3 


SINA-1 




Danville 


Danville Jr-Sr HS 








SINA-1 




Danville 


Danville ES 






SINA-1 






Davenport 


*i 1 LJC 

uentrai no 






PV*~* Ink/ EZ 

ueiay-o 


Delay- / 




Davenport 


Nortn no 






SINA-8 


SINA-8 




Davenport 


IMopt LIC 

west no 






Delay- / 


Delay- / 




Davenport 


Kimberly Center East 






OIMA A 

ollNA-4 


SINA-6 




Davenport 


Wood Intermediate 






ollNA-o 


SINA-7 




Davenport 


Frank L Smart 
Intermediate 






SINA-4 


SINA-4 


Delay-2 


Davenport 


Sudlow Intermediate 






SINA-6 


SINA-8 




Davenport 


Walcott Intermediate 






SINA-3 


SINA-3 




Davenport 


Williams Intermediate 






SINA-6 


SINA-7 




Davenport 


J B Young Intermediate 






SINA-4 


SINA-4 


SINA-2 


Davenport 


Adams ES 






SINA-1 






Davenport 


Buchanan ES 






Delay-1 


SINA-2 




Davenport 


Eisenhower ES 








Delay-1 




Davenport 


Fillmore ES 






SINA-3 


SINA-4 




Davenport 


Garfield ES 








SINA-1 




Davenport 


Harrison ES 








SINA-1 




Davenport 


Jackson ES 






SINA-1 


SINA-3 




Davenport 


Jefferson ES 






SINA-4 


SINA-4 





State Report Card 2012 



55 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 



District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Davenport 


Lincoln Academy of Fine 
Arts 






SINA-3 


SINA-3 




Davenport 


Madison ES 






Delay-2 


Delay-2 




Davenport 


McKinley ES 






Delay-1 






Davenport 


Monroe ES 






SINA-4 


SINA-4 




Davenport 


Walcott ES 








SINA-1 




Davenport 


Washington ES 






Delay-3 


SINA-2 




Davenport 


Wilson ES 






SINA-1 






Davis County 


Davis County MS 






SINA-3 






Decorah 


Decorah MS 








SINA-2 




Denison 


Denison HS 






SINA-3 


SINA-5 




Denison 


Denison Alternative HS 








Delay-3 




Denison 


Denison MS 






SINA-4 


SINA-7 




Denison 


Broadway ES 






SINA-1 


SINA-2 




Denison 


Denison ES 






Delay-1 






Des Moines Independent 


East HS 






SINA-7 


SINA-7 




Des Moines Independent 


Hoover HS 






Delay-7 


SINA-6 




Des Moines Independent 


Lincoln HS 






SINA-7 


SINA-7 




Des Moines Independent 


North HS 






SINA-4 


SINA-3 




Des Moines Independent 


Roosevelt HS 






SINA-5 


SINA-6 




Des Moines Independent 


Scavo Alternative HS 


SINA-8 


SINA-8 


SINA-4 


SINA-4 


SINA-3 


Des Moines Independent 


Brady MS 






SINA-4 


SINA-4 


Delay-1 


Des Moines Independent 


Callanan MS 






SINA-5 


SINA-6 




Des Moines Independent 


Goodrell MS 






SINA-6 


SINA-5 




Des Moines Independent 


Harding MS 






SINA-6 


SINA-7 




Des Moines Independent 


Hiatt MS 






SINA-7 


SINA-7 




Des Moines Independent 


HoytMS 






SINA-3 


SINA-7 




Des Moines Independent 


McCombs MS 






SINA-9 


SINA-4 




Des Moines Independent 


Meredith MS 






SINA-9 


SINA-9 




Des Moines Independent 


Merrill ivio 






CIM a a 


SINA-9 




Des Moines Independent 


weeKs ivio 






SINA-4 


SINA-4 




Des Moines Independent 


uapitoi view to 






CIMA A 


SINA-4 




Des Moines Independent 


uarver Lb 






CIMA A 

ollNA-4 


SINA-3 




Des Moines Independent 


battel l tb 






CIMA O 

oINA-o 


SINA-3 




Des Moines Independent 


Edmunds Fine Arts 
Academy 






SINA-2 


SINA-3 




Des Moines Independent 


Findley ES 






SINA-4 


SINA-4 




Des Moines Independent 


Garton ES 






SINA-3 


SINA-3 




Des Moines Independent 


Greenwood ES 






SINA-2 


SINA-4 




Des Moines Independent 


Hillis ES 






SINA-4 






Des Moines Independent 


Howe ES 






SINA-4 


SINA-3 




Des Moines Independent 


Hubbell ES 






SINA-2 


SINA-3 




Des Moines Independent 


Jackson ES 






SINA-2 


SINA-5 




Des Moines Independent 


King ES 






SINA-6 


SINA-2 




Des Moines Independent 


Lovejoy ES 






SINA-3 


SINA-4 




Des Moines Independent 


Madison ES 






SINA-2 


SINA-4 




Des Moines Independent 


McKinley ES 






SINA-4 


SINA-4 





56 



State Report Card 2012 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 



District Name 


School Name 


Math 

Participation 


Reading Math 
Participation Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Des Moines Independent 


Monroe ES 




SINA-4 


SINA-5 




Des Moines Independent 


Moulton ES 




SINA-5 


SINA-5 




Des Moines Independent 


Brubaker ES 




SINA-3 






Des Moines Independent 


Oak Park 




SINA-3 






Des Moines Independent 


Park Ave ES 




SINA-3 






Des Moines Independent 


Perkins ES 




SINA-1 


SINA-4 




Des Moines Independent 


River Woods ES 




SINA-3 


SINA-3 




Des Moines Independent 


Samuelson ES 




SINA-3 


SINA-3 




Des Moines Independent 


South Union ES 




SINA-5 


SINA-6 




Des Moines Independent 


Stowe ES 




SINA-2 


SINA-4 




Des Moines Independent 


Studebaker ES 






SINA-2 




Des Moines Independent 


Morris ES 




SINA-3 


SINA-4 




Des Moines Independent 


Willard ES 




SINA-3 


SINA-4 




Des Moines Independent 


Windsor ES 




SINA-3 






Des Moines Independent 


Wright ES 




SINA-4 


SINA-4 




Des Moines Independent 


Orchard Place 




SINA-2 


SINA-2 




Dubuque 


Dubuque Senior HS 




SINA-6 


SINA-7 




Dubuque 


Hempstead HS 




Delay-1 


Delay-2 




Dubuque 


Thomas Jefferson MS 




SINA-4 


SINA-4 




Dubuque 


George Washington MS 




SINA-4 


SINA-4 




Dubuque 


Eleanor Roosevelt MS 




SINA-2 


SINA-2 




Dubuque 


Audubon ES 




SINA-2 


SINA-2 




Dubuque 


Fulton ES 




SINA-2 


SINA-3 




Dubuque 


John Kennedy ES 






SINA-2 




Dubuque 


Lincoln ES 




Delay-3 


SINA-4 




Dubuque 


Marshall ES 






SINA-3 




Dubuque 


Prescott ES 




SINA-7 


SINA-6 




Dubuque 


Sageville ES 






SINA-1 




Dubuque 


Table Mound ES 




SINA-2 






Dunkerton 


Dunkerton HS 






SINA-1 




Dunkerton 


Dunkerton ES 




Delay-1 






Boyer Valley 


Boyer Valley Middle/HS 




SINA-2 


SINA-1 




Eagle Grove 


Eagle Grove HS 




Delay-1 






Eagle Grove 


Robert Blue 




SINA-3 


SINA-2 




Eagle Grove 


Eagle Grove ES 






SINA-1 




Earlham 


Earlham ES 




SINA-1 






East Greene 


Grand Junction HS 






SINA-3 




East Greene 


Rippey ES 




Delay-2 


SINA-4 




East Marshall 


Last Marshall Mo 






SINA-3 




East Union 


tidsi union iviiuuic-no 




QIMA 1 






Edgewood-Colesburg 


Edgewood-Colesburg HS 




SINA-3 


SINA-3 




Emmetsburg 


Emmetsburg MS 






SINA-2 




English Valleys 


English Valleys Jr-Sr HS 






SINA-1 




Estherville Lincoln Central 


Estherville Lincoln Central 
HS 




SINA-2 


SINA-1 




Estherville Lincoln Central 


Roosevelt ES 




SINA-1 














State Report Card 2012 


57 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 


District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Estherville Lincoln Central 


Estherville Lincoln Central 
MS 






SINA-4 


SINA-5 




Fairfield 


Fairfield MS 






SINA-4 


SINA-3 




Fairfield 


Pence ES 








SINA-1 




Forest City 


Forest City MS 








SINA-2 




Fort Dodge 


Fort Dodge HS 






SINA-9 


SINA-9 




Fort Dodge 


Phillips MS 






SINA-8 


SINA-8 




Fort Dodge 


Fair Oaks MS 






SINA-3 


SINA-7 




Fort Dodge 


Duncombe ES 






SINA-1 


SINA-4 




Fort Dodge 


Riverside ES 






Delay-1 


SINA-1 




Fort Madison 


Fort Madison HS 








Delay-2 




Fort Madison 


Fort Madison MS 






SINA-4 






Fort Madison 


Richardson ES 






SINA-1 


SINA-1 




Fremont 


Fremont ES 






SINA-1 






Fremont-Mills 


Fremont-Mills MS/HS 








SINA-3 




Fremont-Mills 


Fremont-Mills ES 








SINA-3 




Garner-Hayfield 


Garner-Hayfield MS 








SINA-1 




Gladbrook-Reinbeck 


Gladbrook-Reinbeck MS 






SINA-3 


SINA-3 




Glenwood 


Glenwood MS 






SINA-4 


SINA-2 




Graettinger 


Terril/Graettinger MS 








SINA-1 




Nodaway Valley 


Nodaway Valley MS 






SINA-1 






Grinnell-Newburg 


Grinnell Community MS 






SINA-2 


SINA-2 




Grinnell-Newburg 


Davis Elmentary 








SINA-2 




Clayton Ridge 


Clayton Ridge MS 






Delay-1 






Hamburg 


Marnie Simons ES 






SINA-2 






Hampton-Dumont 


Hampton-Dumont HS 








Delay-1 




Hampton-Dumont 


Hampton-Dumont MS 






SINA-2 


SINA-6 




Hampton-Dumont 


bouth bide hb 








SINA-1 




Harmony 


Harmony Jr-Sr HS 








SINA-2 




Hartley-Melvin-Sanborn 


Hartley-Melvin-Sanborn 
MS 








SINA-1 




Highland 


Highland MS 








SINA-1 




Highland 


Riverside ES 








SINA-2 




Howard-Winneshiek 


Cresco JHS 








SINA-3 




Howard-Winneshiek 


Crestwood ES 








SINA-2 




Independence 


West ES 






Delay-2 


SINA-2 




Indianola 


Emerson ES 






SINA-1 






Indianola 


Wilder ES 






SINA-2 






Indianola 


Indianola MS 






SINA-3 


SINA-2 




Iowa City 


Iowa City HS 






Delay-3 


SINA-4 




Iowa City 


West Senior HS 








Delay-6 




Iowa City 


Elizabeth Tate Alt. HS 






Delay-6 


Delay-6 




Iowa City 


North Central JHS 








SINA-2 




Iowa City 


Northwest JHS 






Delay-6 


SINA-8 




Iowa City 


Southeast JHS 






SINA-8 


SINA-9 




Iowa City 


Central ES 






SINA-2 


SINA-2 




Iowa City 


Kirkwood ES 






SINA-4 


SINA-4 





58 



State Report Card 2012 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 



District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Iowa City 


Herbert Hoover ES 








SINA-1 




Iowa City 


Hills ES 






SINA-1 






Iowa City 


Helen Lemme ES 






SINA-2 


SINA-2 




Iowa City 


Robert Lucas ES 






SINA-4 


SINA-3 




Iowa City 


Penn ES 






Delay-2 


SINA-3 




Iowa City 


Roosevelt ES 






SINA-3 


SINA-2 




Iowa City 


Mark Twain ES 






SINA-4 


SINA-5 




Iowa City 


Grant Wood ES 






SINA-4 


SINA-4 




Iowa City 


James Van Allen ES 






SINA-3 


SINA-2 




Iowa Falls 


Riverbend MS 








SINA-1 




Iowa Falls 


Rock Run ES 






SINA-2 


SINA-2 




Jefferson-Scranton 


Jefferson-Scranton MS 








SINA-1 




Jesup 


Jesup MS 






SINA-1 


SINA-1 




Johnston 


Johnston Senior HS 






SINA-2 


Delay-2 




Johnston 


Summit MS 






Delay-1 


SINA-2 




Johnston 


Johnston MS 








SINA-2 




Keokuk 


Keokuk HS 






SINA-7 


SINA-7 




Keokuk 


Keokuk MS 






SINA-8 


SINA-3 




Knoxville 


Knoxville HS 






Delay-2 


SINA-3 




Knoxville 


Knoxville MS 








SINA-2 




Knoxville 


Northstar ES 






SINA-1 


SINA-1 




Laurens-Marathon 


Laurens-Marathon MS 








SINA-2 




Laurens-Marathon 


Laurens-Marathon ES 








SINA-2 




Le Mars 


Le Mars MS 






SINA-2 


SINA-1 




Lewis Central 


Lewis Central Senior HS 






SINA-3 






Lewis Central 


Lewis Central MS 






SINA-4 


SINA-6 




Lewis Central 


Titan Hill Intermediate 






SINA-4 


SINA-4 




North Cedar 


North Cedar MS 






SINA-1 


SINA-4 




Linn-Mar 


Linn-Mar HS 






Delay-3 


Delay-5 




Linn-Mar 


Excelsior MS 






SINA-3 


SINA-3 




Linn-Mar 


Oak Ridge 






SINA-3 


SINA-3 




Lone Tree 


Lone Tree Jr-SrHS 








SINA-1 




Louisa-Muscatine 


Louisa-Muscatine HS 






Delay-2 






Louisa-Muscatine 


Louisa-Muscatine JHS 






SINA-2 






Louisa-Muscatine 


Louisa-Muscatine ES 








SINA-1 




East Mills School District 


East Mills MS 








SINA-2 




Maquoketa 


Maquoketa MS 






Delay-5 


SINA-6 




Maquoketa 


Briggs ES 






SINA-3 


SINA-3 




Marion Independent 


Vernon MS 






SINA-2 


SINA-2 




Marshalltown 


Marshalltown HS 






Delay-7 


SINA-8 




Marshalltown 


B R Miller MS 






SINA-7 


SINA-6 




Marshalltown 


Anson ES 








SINA-3 




Marshalltown 


Fisher ES 






SINA-1 


SINA-3 




Marshalltown 


J C Hoglan ES 








SINA-2 




Marshalltown 


Lenihan Intermediate 






SINA-4 


SINA-4 





State Report Card 2012 



59 



Table 21 (continued) 





Schools in Need of Assistance for 2012-2013 School Year 








Based Upon Previous School Years' Performance 






District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Marshalltown 


Rogers ES 






SINA-2 


SINA-3 




Marshalltown 


Woodbury ES 








SINA-2 




Mason City 


Mason City HS 








SINA-5 




Mason City 


Alternative 






SINA-2 


SINA-4 




Mason City 


John Adams MS 






SINA-4 


SINA-4 




Mason City 


Harding ES 








SINA-3 




Mason City 


Hoover ES 








SINA-1 




Mason City 


Lincoln Intermediate 






SINA-1 


SINA-1 




Mason City 


Roosevelt ES 






SINA-3 


SINA-2 




MOC-Floyd Valley 


MOC-Floyd Valley Middle 








SINA-1 




Midland 


Midland MS/HS 








SINA-2 




Mid-Prairie 


Mid-Prairie MS 








SINA-4 




Missouri Valley 


Missouri Valley MS 






SINA-2 






Missouri Valley 


Missouri Valley ES 








SINA-1 




Montezuma 


Montezuma ES 






SINA-1 


SINA-1 




Monticello 


Monticello MS 








SINA-2 




Mormon Trail 


Mormon Trail Jr-Sr HS 






SINA-1 


SINA-1 




ncmn n Trail 
IVIUI 1 1 IUI 1 1 1 a 1 1 


Mormon Trail ES 






OIMA Q 

ollNA-o 


SINA-3 




IVIUUI 1L rtyi 


Mount Ayr HS 








OIINrt-Z 




IVIUUIIL rlcdoallL 


Mount Pleasant HS 






SINA-3 






Mount Pleasant 


WisdomQuest Education 
Center 






SINA-3 






Mount Pleasant 


Mount Pleasant Middle 






SINA-3 


SINA-4 




Mount Pleasant 


Van Allen ES 






SINA-1 


SINA-2 




Muscatine 


Muscatine HS 






Delay-6 


SINA-7 




Muscatine 


Central MS 






SINA-3 


SINA-4 




Muscatine 


West Mb 






SINA-7 


SINA-4 




Nevada 


Nevada MS 






Delay-1 


SINA-4 




INcWcM TUI lUd 


Newell-Fonda MS 








SINA-1 




INcW Lunuun 


New London Jr-Sr HS 












INcWLUl 1 


Newton Senior HS 






Delay-2 






Newton 


Basics and Beyond 
Alternative 






Delay-2 


SINA-3 




Newton 


Berg MS 






SINA-6 


SINA-7 




Newton 


Aurora Heights ES 






SINA-1 


SINA-1 




North Mahaska 


North Mahaska ES 








SINA-1 




North Scott 


North Scott Senior HS 






Delay-4 


SINA-4 




North Scott 


North Scott JHS 






SINA-3 






Norwalk 


Norwalk MS 








SINA-3 




Norwalk 


Lakewood ES 






SINA-1 


SINA-2 




Oelwein 


Oelwein HS 






SINA-2 






Oelwein 


Oelwein MS 






SINA-2 


SINA-3 




Oelwein 


Wings Park ES 






SINA-2 


SINA-2 




Okoboji 


Okoboji MS 






SINA-2 


SINA-1 




Olin 


Olin Jr-Sr HS 








SINA-3 




Oskaloosa 


Oskaloosa HS 






SINA-4 


SINA-4 




Oskaloosa 


Oskaloosa MS 






SINA-7 


SINA-4 





60 



State Report Card 2012 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 



District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Oskaloosa 


Oskaloosa ES 






SINA-2 


SINA-2 




Ottumwa 


Ottumwa HS 






SINA-8 


SINA-9 




Ottumwa 


Evans MS 






SINA-7 


SINA-6 




Ottumwa 


Agassiz ES 








SINA-2 




Ottumwa 


Douma ES 






SINA-2 






Ottumwa 


James ES 






bllNA-z 






Ottumwa 


WllaWOOG Lb 






CIM A 1 

bllNA-Z 






Ottumwa 


wnson Lb 






ueiay-o 






Pel la 


reiia Mb 






ueiay-i 


ueiay-i 




Pella 


Jefferson ES 
(Intermediate) 






SINA-1 


SINA-2 




Perry 


Perry HS 






SINA-7 


Delay-7 




Perry 


Perry MS 






SINA-3 


SINA-6 




Perry 


Perry ES 






SINA-4 


SINA-6 




Pleasant Valley 


Pleasant Valley JHS 






SINA-3 


SINA-5 




Pleasant Valley 


Riverdale Heights ES 








SINA-1 




Pleasantville 


Pleasantville MS 








SINA-2 




Postville 


Cora B Darling ES/MS 






SINA-3 


SINA-1 




Prairie Valley 


Prairie Valley HS 








SINA-1 




Red Oak 


Red Oak MS 






SINA-3 


SINA-3 




Red Oak 


Washington Intermediate 








SINA-2 




Riceville 


Riceville HS 








SINA-3 




Rock Valley 


Rock Valley Jr-SrHS 








SINA-1 




Rudd-Rockford-Marble Rk 


RRMR ES 








SINA-1 




Ruthven-Ayrshire 


Ruthven-Ayrshire HS 








SINA-1 




Saydel 


Woodside MS 






SINA-6 


SINA-3 




Saydel 


Cornell ES 






SINA-1 






Sentral 


N.S.K. MS 








SINA-1 




Sergeant Bluff-Luton 


Sergeant Bluff-Luton MS 








SINA-2 




West Fork 


West Fork MS 






SINA-1 


SINA-3 




Sibley-Ocheyedan 


Sibley-Ocheyedan MS 








SINA-2 




Sibley-Ocheyedan 


Sibley Ocheyedan ES 








SINA-1 




Sioux Central 


Sioux Central MS 






SINA-2 


SINA-2 




Sioux City 


East HS 






SINA-5 


Delay-4 




Sioux City 


North HS 






Delay-7 


Delay-6 




Sioux City 


West HS 






SINA-6 


SINA-8 




Sioux City 


East MS 






SINA-7 


SINA-4 




Sioux City 


North MS 






SINA-4 


SINA-4 




Sioux City 


West MS 






SINA-7 


SINA-8 


Delay-1 


Sioux City 


Bryant ES 






Delay-2 


SINA-1 




Sioux City 


Crescent Park ES 








SINA-1 




Sioux City 


Emerson ES 






Delay-1 


SINA-2 




Sioux City 


Hunt ES 






Delay-1 


SINA-2 




Sioux City 


Irving ES 






Delay-3 


SINA-2 




Sioux City 


Joy ES 






SINA-1 


SINA-1 




Sioux City 


Leeds ES 






SINA-2 


SINA-2 





State Report Card 2012 



61 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 


District Name 


School Name 


Math Reading 
Participation Participation 


Math 

Proficiency 


Reading Other 
Proficiency Indicator 


Sioux City 


Longfellow ES 




Delay-1 


SINA-3 


Sioux City 


Riverside ES 






SINA-3 


Sioux City 


Roosevelt ES 




SINA-3 


SINA-2 


Sioux City 


Washington ES 






SINA-1 


Sioux City 


Whittier ES 






SINA-2 


Southern Cal 


SCC HS 






Delay-1 


Solon 


Solon MS 






SINA-1 


South Page 


South Page Senior HS 




SINA-1 


SINA-1 


South Tama County 


South Tama County HS 




SINA-3 




South Tama County 


South Tama County MS 




SINA-4 


SINA-4 


South Tama County 


South Tama County ES 




SINA-5 


SINA-4 


Southeast Polk 


Southeast Polk HS 




Delay-3 


Delay-3 


Southeast Polk 


Southeast Polk JHS 




SINA-4 


SINA-7 


Southeast Polk 


Spring Creek 6th ES 




SINA-1 


SINA-1 


Southeast Polk 


Clay ES 






SINA-2 


Spencer 


Spencer MS 




SINA-1 


SINA-6 


Spencer 


Fairview Park ES 






SINA-2 


Spencer 


Lincoln ES 




SINA-3 




Spirit Lake 


Spirit Lake MS 




SINA-2 




Storm Lake 


Storm Lake HS 




SINA-5 


SINA-7 


Storm Lake 


St Lake/IA 
Cntrl/Buena Vista 
Early College HS 


SINA-1 






Storm Lake 


Storm Lake MS 




SINA-3 


SINA-8 


West Central Valley 


West Central Valley MS 




SINA-4 




Tipton 


Tipton MS 




SINA-2 


Delay-1 


Tri-County 


Tri-County HS 






SINA-1 


Tri-County 


Tri-County ES 






SINA-1 


Union 


Union HS 






SINA-2 


Union 


Union MS 




SINA-1 


SINA-3 


Urbandale 


Urbandale MS 




SINA-4 


SINA-4 


Urbandale 


Karen Acres ES 






SINA-2 


Valley 


Valley HS 






SINA-1 


Valley 


Valley ES 




SINA-1 




Van Buren 


Van Buren Community HS 






SINA-1 


Villisca 


Villisca Community HS 






SINA-2 


Vinton-Shellsburg 


Vinton-Shellsburg HS 




SINA-3 


SINA-4 


Vinton-Shellsburg 


Vinton-Shellsburg MS 




SINA-3 


SINA-5 


Vinton-Shellsburg 


Shellsburg ES 






SINA-3 


Waco 


Waco ES 






Delay-1 


East Sac 


East Sac County MS 




SINA-2 




Wapello 


Wapello JHS 






SINA-3 


Wapsie Valley 


Rural ES#1 






SINA-1 


Wapsie Valley 


Rural ES #2 






SINA-1 


Washington 


Washington JHS 






SINA-2 


Washington 


Lincoln Upper ES 




SINA-4 





62 



State Report Card 2012 



Table 21 (continued) 



Schools in Need of Assistance for 2012-2013 School Year 
Based Upon Previous School Years' Performance 



District Name 


School Name 


Math 

Participation 


Reading 
Participation 


Math 

Proficiency 


Reading 
Proficiency 


Other 
Indicator 


Washington 


Stewart ES 






SINA-3 






Waterloo 


East HS 






SINA-8 


Delay-4 




Waterloo 


West rib 






SINA-7 


SINA-8 




Waterloo 


Expo Alternative 






ueiay-o 


SINA-6 




Waterloo 


Bunger MS 






SINA-4 


SINA-4 




Waterloo 


uentrai ivio 








CIMA Q 




Waterloo 


Hoover MS 






SINA-7 


SINA-6 




Waterloo 


George Washington Carver 
Academy 






SINA-7 


SINA-7 




Waterloo 


Poyner ES 






SINA-3 


SINA-3 




Waterloo 


Edison ES 






SINA-4 


SINA-4 




Waterloo 


Cunningham 






SINA-4 


SINA-2 




Waterloo 


Irving ES 






SINA-4 


SINA-4 




Waterloo 


Kittrell ES 






SINA-4 


SINA-3 




Waterloo 


Lincoln ES 






SINA-4 


SINA-4 




Waterloo 


Lowell ES 






SINA-2 


SINA-3 




Waterloo 


Highland ES 






SINA-7 


SINA-6 




Waukee 


South MS 






SINA-1 






Waukee 


Waukee ES 






Delay-1 


SINA-2 




Waukee 


Waukee MS 








SINA-2 




Webster City 


Webster City MS 








SINA-2 




Webster City 


Sunset Heights ES 








SINA-1 




West Burlington Independent 


West Burlington JHS 






SINA-1 






West Burlington Independent 


West Burlington ES 








SINA-1 




West Delaware County 


West Delaware MS 






SINA-1 


SINA-3 




West Des Moines 


Valley HS 






Delay-6 


Delay-5 




West Des Moines 


Walnut Creek Campus 






SINA-3 


SINA-4 




West Des Moines 


Valley Southwoods 






Delay-6 


Delay-5 




West Des Moines 


Indian Hills JHS 






SINA-3 


SINA-5 




West Des Moines 


otliweil J no 






CIMA 1 


CIMA Q 




West Des Moines 


Clive ES 






SINA-2 






West Des Moines 


Crestview ES 






Delay-2 


SINA-2 




West Des Moines 


Crossroads Park ES 






SINA-2 


SINA-2 




West Des Moines 


Hillside ES 






SINA-3 


SINA-4 




West Des Moines 


Phenix ES Early Childhood 
Center 








SINA-1 




Western Dubuque 


Drexler Middle- 
Intermediate 








SINA-2 




West Harrison 


West Harrison HS 






SINA-2 






West Harrison 


West Harrison ES 






SINA-3 






West Liberty 


West Liberty HS 






SINA-4 


SINA-3 




West Liberty 


West Liberty MS 






SINA-3 


SINA-4 




West Marshall 


West Marshall MS 








SINA-2 




West Sioux 


West Sioux MS 






SINA-1 






Westwood 


Westwood HS 








SINA-2 




Westwood 


Westwood ES 






Delay-1 






Wilton 


Wilton Jr-Sr HS 








SINA-3 





State Report Card 2012 



63 



Table 21 (continued) 





^rhnnk in NppH nf A<;<;i<;tanrp fnr 901 9-901 ^ ^rhnnl Ypar 

uui iuuio ii i i nccu \ji nooioiai iuc iui i c- i o uui iuui i cell 






Baspcl Unon Prpvious Snhool Ypars' Pprformannp 

L ' <^A V_/ kS w III 1 w V 1 \J *_1 O W vl 1 v«/ W 1 1 \J \-i 1 w 1 w 1 1 W 1 1 1 1 C4 1 1 V_/V_* 




District Name 


c „ h „„, w=mQ Math Reading Math 
School Name „ .. . .. „ „ .. . 

Participation Participation Proficiency 


Reading Other 
Proficiency Indicator 


Winfield-Mt Union 


Winfield-Mt Union Jr-Sr HS SINA-1 




Winterset 


Winterset JHS 


SINA-3 


Winterset 


Winterset MS Delay-1 




Winterset 


Winterset ES 


SINA-3 



Source: Iowa Department of Education, Division of Learning and Results, Adequate Yearly Progress Report. 

Notes: Alt indicates Alternative School; ES indicates Elementary School; MS indicates Middle School; HS indicates 
High School: JHS indicates Junior High School; Jr-Sr HS indicates Junior-Senior High School; Int indicates 
Intermediate School; SINA-# indicates the number of years a school has been on improvement status under 
NCLB; and Delay-* indicates the status year of the school when it made AYP and was placed on Delay 
status. If the school meets AYP the following year, it is removed from SINA status. 



64 



State Report Card 2012